Please ensure Javascript is enabled for purposes of website accessibility Spring 2021 Teaching Tips | University of West Florida Skip to main content

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

Annotate your syllabus to document and track changes in your thinking about course design

April 6, 2021 | Claudia Stanny

Faculty should use multiple sources of evidence to document the effectiveness of their teaching for annual evaluations and tenure and promotion portfolios. Syllabus annotations can document how your course changed during the pivot to remote instruction or the changes you made to course design based on your reflection on student feedback or student performance on class assessments.

Strategies to ensure equity in grading

March 2, 2021 | Claudia Stanny

To ensure equity in peer review, many journals require authors to submit blinded copies of their manuscript. Blinding entails removing all personal identifiers from the manuscript (no author identification or institutional affiliation on the title page, no reference to the author or the author’s institution anywhere in the manuscript). For similar reasons, many instructors blind the identities of students when they set out to grade papers.

Use a co-facilitator to manage multiple tasks during synchronous class sessions on Zoom

February 23, 2021 | Claudia Stanny

Managing a synchronous online class meeting can be a multitasking challenge. Instructors may want to present material using PowerPoint or by sharing documents, a shared whiteboard, a website, or a software application on their desktop. They may also want to monitor student questions in an open chat window. At the same time, they might want to monitor students visually through a grid of video images. Lots to keep track of!

Create an “Ask Your Librarian” discussion board in your Canvas course

February 16, 2021 | Britt McGowan, Claudia Stanny (ed.)

UWF librarians answer questions virtually in a variety of ways. For example, students and faculty can send librarians an email, set up an appointment via Google Meet or WebEx, use live chat, or send a text message (described on the UWF Libraries Ask A Librarian page). Students can now send messages directly to their subject-specialist librarian from Canvas courses when instructors add an Ask Your Librarian Discussion Board.

Request feedback from your students about your course during the term

February 2, 2021 | Claudia Stanny

Remote teaching has forced many instructors to explore new strategies to teach their courses using new technologies and new strategies for interacting with students. As a result, it is more important than ever to adopt a learning mindset, seek feedback, and tweak course strategies if they don’t work quite as planned. Faculty can get early feedback on teaching strategies by conducting their own mid-course surveys during the academic term.