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.
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
Humanize online learning - promote a sense of inclusion and equity in your remote classesSeptember 15, 2020 | Claudia Stanny
Over and again, students and faculty voice their sense of loss for the social side of learning in the college experience. This tip offers advice for building and sustaining a community that is both inclusive and equitable, welcoming all students to the table.
Create a Google document to facilitate productive online discussionsSeptember 8, 2020 | Claudia Stanny
Breakout groups in a synchronous Zoom or WebEx class session can be a great way to engage students with one another and with course content and skills. However, breakout rooms can pose challenges students and faculty might not encounter in the face-to-face setting.
Learning strategies that workSeptember 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 syllabusAugust 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).
Assign graded work early in the term to alert students to problems with their learningAugust 18, 2020 | Claudia Stanny
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?
Multiple roles of the course syllabusAugust 11, 2020 | Claudia Stanny
Syllabi serve three main functions. A well-constructed syllabus documents instructor intentions about course goals and organization. The syllabus sets the tone for the course and enables instructors to communicate expectations about course culture to students. Syllabus content also informs a variety of administrative decisions (Eberly, Newton, and Wiggins, 2001, p. 57).
Managing classes during challenging timesAugust 4, 2020 | Claudia Stanny
The coming academic year promises to present unique challenges to faculty. The most obvious challenge is created by the need to establish community in a remote teaching environment or in a face-to-face classroom with significant precautions to limit opportunities for spread of infection.
Content on this site is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.