CUTLA Teaching Tips for Student Engagement
Teaching, learning, and assessment tips that facilitate student learning or promote student engagement based on scholarly literature and suggestions from faculty who have successfully used these strategies.
To Receive Teaching Tips
CUTLA Teaching Tips are weekly e-mail messages to the faculty of UWF describing an instructional strategy that faculty might find helpful in promoting active learning and student engagement. If you are a UWF faculty member and do not currently receive the Teaching Tip e-mail but would like to receive future postings, contact CUTLA.
Do you have an instructional strategy that improves student learning or promotes student engagement with your class? Send a description of your teaching tip to Claudia Stanny at the Center for University Teaching, Learning, and Assessment for posting in a future Teaching Tip mailing.
Best of Teaching Tips
A collection of 80 of the best teaching tips from 2006-2016 categorized and presented in an easily readable PDF format. Best of Teaching Tips
Spring Semester Teaching Tips
How much do your students know about the Personal Librarian program?April 21, 2015
How much do your first-year (or more advanced) students know about the resources available at the University of West Florida Libraries or how to use them? The Personal Librarian program gives students a personalized and direct link to the library.
Flipping the syllabus: Ensure students read the syllabus and understand expectations with a syllabus quizApril 14, 2015
Do you suspect students are not reading your well-prepared syllabus? How often do students ask questions about a course requirement you described on the syllabus? Some instructors create a syllabus quiz as an early classroom assessment to ensure that students read the syllabus carefully and understand class expectations.
Becoming a writerApril 7, 2015
Many academics do not think of themselves as writers. Instead, they think of themselves as teachers, thinkers, scholars, researchers, or artists who must write. This mindset creates obstacles to writing. Tietze (2014) argues that when writing becomes part of your identity, you make it a priority and create opportunities to write during your regular activities, just as you make room for other critical activities (sleeping, eating, spending time with your family, exercising).
Teaching students to think like professionals in the discipline requires developing metacognitive skillMarch 31, 2015
We often identify the ability to think like a professional in the discipline as an important program-level student learning outcome. The ability to frame and solve problems like a professional requires both specific disciplinary skills and general metacognitive skills. Psychologists use the term metacognition to refer to our knowledge about how we think and awareness of our thinking while we learn new material and solve problems.
Include non-lecture learning activities in class to improve student learning and retention in STEM disciplinesMarch 24, 2015
Many STEM disciplines link a large class, where instructors rely on lecture as a teaching strategy, with laboratory or recitation sections, where students encounter hands-on active learning experiences.
What can instructors do when students resist engaging in effortful learning activities?March 17, 2015
Have you ever hesitated to try a new assignment or learning activity because you thought students might resist the new work and complain about your teaching? Many instructors say they continue to lecture because they worry their students will refuse to cooperate with new learning activities.
Facts and fantasies about how students learnMarch 3, 2015
What is the best way to learn content and skills in a new discipline? How much can we trust our intuitions about how we learn to guide decisions about how we should study new material? Students and instructors wrestle with these questions. Popular culture is rife with advice about how to study, but not all of all of this advice is well-grounded in evidence.
What kinds of feedback on writing do students value?February 24, 2015
Faculty spend extensive time giving feedback on student work. Have you wondered how often your students read or use your feedback? Turnitin (2015) recently summarized findings from a survey that examined which types of feedback students and faculty believe are helpful.
Encourage students to take course evaluations seriously and improve response rates on end-of-term evaluationsFebruary 13, 2015
With the shift to fully online administration of course evaluations, many faculty worry about how their teaching will be evaluated if few students complete the course evaluations. Faculty truest evaluation data more when response rates represent broad student participation.
Strategies for addressing problems of academic dishonestyFebruary 3, 2015
Three general approaches to the problem of cheating are available to faculty (Olt, 2002).
Use a common error code sheet to give students quality feedback on their writingJanuary 27, 2015
Improving student writing can be a daunting task. If we hope to help students become better writers, we need to give them specific and diagnostic feedback about their writing problems. Students need a reliable resource that will explain appropriate usage and specific examples that illustrate how they can correct problems in their writing. In addition, students need opportunities to apply this new information to correct their own writing.
Managing regular writing when you are busy: Invitation to join the CUTLA Virtual WritersJanuary 13, 2015
Welcome to a new year and a new term! Did you make a New Year’s resolution this year? Did you promise yourself that you would exercise more? Loose that weight you gained with holiday indulgences? Did you resolve to get back to that manuscript you set aside when the Fall Term got too crazy and deadlines started piling up?
Faculty/Staff 911 GuidesJanuary 20, 2015
The Dean of Students and Counseling & Psychological Services have created three Faculty/ Staff 911 Guides for managing classroom disruption and assisting students who experience difficulties during the term, suicide prevention, and responding to a report of sexual assault.
Collaborate with reference librarians to promote information literacy skills through library instruction or online tutorialsFebruary 17, 2015
Did you know that librarians can tailor workshops for your courses that focus on one or more of the Information Literacy Competency Standards for Higher Education described by the Association for College & Research Libraries (ACRL)?
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