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.
Teaching Tip Topical Archive
The Topical Archive Teaching Tips is an accumulation of CUTLA's weekly Teaching Tips arranged in categories. Archived Teaching Tips
Fall Semester Teaching Tips
New service to help faculty accommodate students with SAROctober 4, 2016
Student Accessibility Resources (SAR) has implemented a new web-based service management system for approval and delivery of disability accommodations for registered students enrolled at UWF. The secure site will improve communications between SAR and faculty about the accommodation needs identified for eligible students.
Request feedback from your students about your course during the termSeptember 28, 2016
Model the use of formative feedback for your students and reinforce the credibility of the end-of-term course evaluations. Introduce the topic of the value of formative feedback by discussing the value of formative feedback on your teaching....
Showcase your scholarship in the UWF Institutional RepositorySeptember 20, 2016
Few academic experiences are as exhilarating as receiving the acceptance of a manuscript for publication in a peer reviewed journal. However, adding a line to your CV with the citation for a new peer-reviewed publication is only one part of scholarly productivity. We want our work to be read and cited. We want to produce an impact on scholarly discussions in our discipline.
Resources to help students improve their study skillsSeptember 13, 2016
Do your students struggle with college-level reading assignments? Do you suspect they do not take effective notes during class? Have difficulty managing their time to complete assignments and meet deadlines?
Best of Teaching Tips Now AvailableSeptember 6, 2016
A new book, Small Teaching, written by James Lang (2016) describes the strategies of small ball, in which coaches build highly successful teams by mastering small elements of the game and focusing on the development of fundamental skills in players rather than scouting for star players....
Minimize mind wandering to maximize student learningAugust 23, 2016 | Claudia Stanny
We are all susceptible to mind wandering or off-task thinking. Killingsworth and Gilbert developed an iPhone app to gather real-time data on mind wandering from an enormous sample (over 5000 people from 83 countries). The app polled participants at random times and sometimes asked Are you thinking about something other than what you’re currently doing? Nearly 50% of the respondents in a sample of 2250 adults reported mind wandering...
Improve student learning and metacognitive skills with frequent testsAugust 30, 2016 | Claudia Stanny
Students and instructors are well familiar with tests used to assess learning. However, tests also create benefits for learning. The testing effect has been studied (and replicated) extensively in both laboratory research on memory and applied studies of classroom learning. Soderstom & Bjork (2014) outline the benefits of testing, replicated major findings, and explored how metacognition improves when students experience multiple tests on studied material.
Creating an inclusive and civil classroom when discussing hot topicsOctober 10, 2016
The Center for Research on Learning and Teaching (CRLT) at the University of Michigan recently published two blog posts and a resource page with advice to faculty who have concerns about creating a civil and inclusive community, especially when a class discussion touches on challenging political and current events topics or incidents of hate, bias, or discrimination.
Increase the visibility and impact of your scholarly work using ORCID and ResearchIDOctober 18, 2016
When faculty attempt to document the impact of their work, they must be able to clearly identify citations for their work and separate these from citations of work by authors with similar names. If you have ever run a Google search on your name and found a collection of hits that include your work and the work of several other people, you are well aware of the problem created when many scholars have similar names...
Help students develop effective metacognitive strategies to improve learningOctober 25, 2016
Metacognition refers to our knowledge about how memory and cognitive processes operate and how we use this information to select activities and learning strategies to improve our memory and regulate our learning. However, many students hold false beliefs about which strategies are most effective in helping people learn (Chew, 2015; McCabe, 2011; McGuire, 2014).
How much time should you require students to work outside class?November 1, 2016
College web sites, orientation leaders, and “how to succeed in college” books often tell students they should expect to spend 2-3 hours per week studying for each hour they spend in a classroom. Where does this number originate? What kinds of preparation and study time do you demand from your students based on the work you assign?
Edit your manuscript based on key sentencesNovember 8, 2016
If you have ever gotten bogged down with a manuscript? Does your student struggle to create a logical argument in the early drafts of a thesis or dissertation?
How long should I retain grading records for my classNovember 15, 2016
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.
Assign graded work early in the term to alert students to problems with their learningDecember 1, 2016
The first exam or major graded assignment in the term delivers a loud message to a certain number of students in a course: You are not performing well enough to succeed in this course. What can faculty do to help students who are “on the edge” pull back from the brink of disaster and succeed in the course?