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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.

Contributions Welcomed

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

Becoming a writer

April 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 skill

March 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.

Use a common error code sheet to give students quality feedback on their writing

January 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.