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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

How long should I retain grading records for my class?

April 21, 2020 | Claudia Stanny

The term is finished. You finished grading the exams and papers, computed final grades, and submitted them to the Registrar. Time to celebrate and clean the chaos that accumulates in your office in the last weeks of the term. You hope to begin the next term with a clean desk, an organized bookshelf, and orderly files. What to do with old exams, syllabi, and other class materials you accumulated during the term?

Planning for summer term: Identify a “teaching buddy” for your course

April 14, 2020 | Claudia Stanny

Before development of a vaccine for chickenpox, parents of school-age children experienced chicken pox as a series of waves of infection. One child in a class would come down with chicken pox. Ten days later, a cluster of classmates would have symptoms. Ten days later, another group of children would have symptoms. And ten days after that, any remaining uninfected children would be out with chicken pox. It wasn’t a matter of “if” your child would get sick, it was a matter of “when.”

Create a “time for telling” to motivate student learning

April 14, 2020 | Claudia Stanny

Which came first, the chicken or the egg? Plutarch is given credit for first posing this classic problem of causality. All jokes surrounding the chicken and the egg aside, the problem of what should come first is a familiar one for teachers. For example, when should we tell students about what we want them to learn (or explain a concept) and when should we provide an experience or activity designed to help them learn it?

Everything you wanted to know about adopting OERs but were afraid to ask

February 4, 2020 | Olena Zhadko, PhD. / WKU Writing Consortium; Claudia Stanny (Ed.)

“The book you don’t read won’t help.” - Jim Rohn Students do not buy a textbook for a number of reasons. Books can be expensive and scholarship funds might be skimpy. Students may have had poor experiences in which the textbook was irrelevant because the instructor did not clearly use the text in class or duplicated the text content in their lectures.