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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

Fall Semester Teaching Tips

Surviving COVID and Sally and this academic year

October 20, 2020 | Francine Glazer (WKU Writing Consortium), Claudia Stanny (ed.)

We’ve been through a roller-coaster in the past few months. “The number of COVID-19 cases is climbing!” “We’ve flattened the curve!” “The semester will end before Thanksgiving.” “Restaurants and hair salons will reopen next week.” “Masks are optional.” “Masks are required.” “Students will be welcomed back to campus and will live in dorms, but will attend all classes remotely, from their dorm rooms.” “Campus will be closed due to damages incurred from Hurricane Sally.”

Request feedback from your students about your course during the term

October 6, 2020 | Michael Dabney, Claudia Stanny (ed.)

Model the use of formative feedback for your students and reinforce the credibility of end-of-term course evaluations. Introduce the topic of the value of formative feedback by discussing the value of formative feedback on your teaching. Point out that evaluative feedback from students at the end of the term does nothing to benefit the students who are currently enrolled in the course.

Learning strategies that work

September 1, 2020 | Claudia Stanny

Students benefit from specific guidance about how to study effectively. The demands and expectations for learning in higher education may differ from those students experienced in previous educational settings. The strategies they used to meet expectations then might not serve them well for current expectations. Now, with the pivot to increased dependence on remote instruction, students might need to develop additional learning strategies.

Include a statement about compliance with guidelines for safety on campus on your syllabus

August 25, 2020 | Claudia Stanny, Michelle Williams

The first days of class are always important for building community among a new cohort of students and establishing a positive climate for learning. In the current context, class climate must extend beyond the usual norms for civil discussion, academic integrity, and respectful inclusion of students from a variety of backgrounds. Now we also need to establish expectations for minimizing the probability that a class gathering will create an opportunity for virus transmission (Kezar, 2013).