Faculty who teach classes that are commonly taken by firstyear students have unique and important opportunities to influence the likelihood that students will complete their degrees, resulting in lifelong impact. Faculty can have positive and direct influence on students in the first year courses that they teach through careful course design, feedback, relationship building, student engagement strategies, and providing students with support. CELT recommends that faculty use this booklet to consider key strategies that support students.
DEVELOP (AND REDEVELOP)
SOUND COURSE
(AMBROSE ET.AL, 2010)
DESIGN
1
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Effective course design is only effective as long as students and curriculum stay the same, which is to say our courses, both teaching strategies and curriculum, need regularly updated.
Design Authentic Learning Activities and Assignments: Develop activities and assignments that help students connect class content with real-world experiences.
Scaffold Assignments: Class activities and assignments that build on work students have already received feedback on allow and motivate students to see connections in and usefulness of their work.
Follow a Backwards Course Design Model: This is a process to systematically (re)build your courses in ways that prioritize student learning outcomes over content coverage, allowing students to better recognize the value in the work we ask them to complete.
Consider Incorporating High Impact Practices: From collaborative projects, to service-learning, to writing intensive courses, and several others, these are design strategies well documented to have positive impacts on student learning and can be used for individual course activities to full course (re)designs.
Journal: After class, take notes about how class went. Reflect on course improvement opportunities to build for subsequent classes and semesters.
1. 2. 3. 4. 5.Most college classes are harder than most high school classes, with varying formats and different kinds of expectations. Students need to understand those differences to be able to adapt to the needs of your course.
Optimize your Syllabus: Thoughtfully use the syllabus to communicate class policies, expected/required work, how students should engage with the class, etc. Many faculty find CELT’s Syllabus Templates helpful.
Use Brightspace: In particular, it is important to make grades and student progress accessible to students in Brightspace. Students expect to know where their course grade stands throughout the semester. Tell students how to set notifications in Brightspace to ensure they receive your e-mails and announcements in a timely manner.
Assign Low-Stakes Assignments/Assessments Early On: This helps students build understanding of how to do well on your assignments and build proficiency before completing higher-stakes assignments. Be sure to provide them with timely and informative feedback on these assignments to help them learn the level/expectations of the course.
Regularly Provide Feedback: Feedback should be given within a timeframe that will help students on the next task. For first year students in particular, provide suggestions for what to do rather than what not to do, where possible.
Provide Assignment Descriptions and Rubrics: Students are able to best meet assignment expectations when they know what the expectations are and what purpose they serve.
1. 2. 3. 4. 5.COMMUNICATE EXPECTATIONS AND PROVIDE FEEDBACK (FELDER
AND BRENT, 2016)
2 2
ESTABLISH A RELATIONSHIP WITH YOUR STUDENTS (CARNEGIE
MELLON UNIVERSITY, 2002)
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First year students in particular struggle with belonging. Connecting with even a single faculty member may play a role in helping students to persist. Students need to find us approachable.
Consider Communicating with Students the Week Before Start of Term: First year students are anxious about the transition to college. They don’t know what to expect. Communicating with students in reassuring ways that describe the course and participation expectations can enhance their confidence as they enter into your first week of class. You can open your course in Brightspace 1 week early, or send a welcoming e-mail with your syllabus at least 1 week prior to the start of term. Many faculty find using CELT’s Brightspace Course Templates helpful.
Early Introductions and Getting to Know Each Other: Learn students’ names and use them in class. Tell them what to call you, the best time to contact you, and how you prefer to communicate virtually. Show up 15 minutes early before class and welcome casual conversation. Invite them to office hours. Learn their expectations for the class and help them to set realistic goals. Ask them to reflect on potential challenges to their success in class.
Build Instructor to Student Interactions: Many first year students want to communicate with us, but are intimidated and don’t know how. Set a welcoming tone. When professors show a genuine desire for students’ growth and success, it fosters a sense of motivation. Building positive relationships with professors and feeling supported by them is seen as a crucial factor in motivating students.
Build Student to Student Interactions: Consider how collaborative assignments and projects in and/or outside of the classroom can not only enhance learning but also build community.
Seek Student Input: Asking students for input on how to best meet their learning needs not only may give you new insights, but it also makes them more accountable to their learning process and can build their trust in you. Consider a 1/4 to 1/3 term (as opposed to midterm) evaluation. Have students choose student liaisons that you check in with regularly to gauge how class is going. Arrange for a CELT Teaching Fellow, or another trained peer to complete a SGID (Small Group Instructional Diagnostic) before midterm.
1. 2. 3. 4. 5.Using different teaching strategies can effectively capture students’ attention and actively engage them in the learning process. In both the classroom and online settings, consider incorporating strategies to engage students in class and online. The following list is a sampling of common approaches to enhance engagement for students. Contact a CELT Consultant to explore these and other strategies.
Dynamic Lecturing: Lecturing serves important student needs, but not all lecturing is equally effective at engaging students. Dynamic lecturing includes research based strategies such as Classroom Assessment Techniques, formative group quizzes, short case study analyses, etc.
High Impact Practices: Some HIPs can/should be built into a student’s curriculum of study, others into an entire course design, and yet others can be used day to day in the classroom as engagement strategies.
Gamify Your Course: Activities that we find “pleasantly frustrating” can trigger our intrinsic motivations for learning. These challenging classroom activities (just like pushing ourselves to find ways to compete at/win games), are just within students abilities. Consider using student response systems such as Poll Everywhere to check students’ understanding in a fun or competitive way.
Use Appropriate Technologies: Let your pedagogical goals drive your technology decisions. Reach out to CELT for assistance in identifying and incorporating the best Ed Tech.
Peer Instruction: Give students opportunities to provide feedback on their peers’ work or teach a concept to their peers. You can do this in class or use technology such as Zoom, GoReact, and Groups tool to facilitate peer review.
1. 2. 3. 4. 5.USE A VARIETY OF TEACHING STRATEGIES TO ENGAGE STUDENTS (BROWN
P.C., 2014)
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SUPPORT YOUR STUDENTS
(AMERICAN COLLEGE HEALTH ASSOCIATION)
5 5
The number of students needing support outside of their classes, in order to be successful in their classes, is increasing. Faculty do well to increase their knowledge of what services are available on campus to support our students. Nearly half of all PFW students are First Generation and may have limited knowledge of support services.
Academic Misconduct: Clearly define to students what does and does not constitute academic misconduct. Update your syllabi statements and in class conversations to include appropriate uses of AI in your class. AI Text Generators (like ChatGPT) and AI Text Analyzers (like ChatPDF) offer potential learning gains at least as much as learning (cheating) pitfalls. Discuss with your students in class what are and are not acceptable uses in your particular class. Understand that these rules are not clear-cut. Students need direction.
Finding and Citing Credible Sources: Provide students with instruction and/or information from Helmke Library and Purdue OWL about how to find and properly cite sources.
Student Support Offices: Faculty need also to know how to refer students to these offices including but not limited to the below:
• ITS for technical needs
• DAC for Accessibility needs
• Center for Student Counseling
• First Year Advising Center for Advising needs
• Q Center a learning environment for LGBTQIA+ students
• The Writing Center for writing support
• The Tutoring Center for various academic needs
• The Pantry for food needs
• Additional resources include those found through Student Care and Conduct
Brightspace Student Success Tools: Identify and communicate with struggling students through Brightspace features including Intelligent Agents, Class Engagement Tool, Class Progress, and keeping your gradebook clean and up to date.
Be Cognizant of Your Students’ Wellbeing: An increasing number of our students come in with and/or later recognize mental health needs. According to Inside Higher Ed, 73% of students struggle with time management, 68% with anxiety/depression, 60% with financial insecurity, and 42% with fitting in. Reach out to students when they miss an assignment and/or do not show up for class to encourage them to get back on track. Be empathetic and understanding when they get off track. To the point that it is fair to you, to the other students, and to the point that it fosters learning, be flexible. Be aware of changes in student behaviors and follow up or submit a CARE referral when you are concerned.
1. 2. 3. 4. 5.CELT is PFW’s Teaching Center. Faculty of all ranks and levels of experience are encouraged to work with CELT to continuously develop their teaching, to solve problems, and to receive the unique teaching support they need. All work with CELT is as confidential as each faculty member would like. pfw.edu/celt
Hall room 238 M-F, 8:30-5:00
celt@pfw.edu 481-6354 Kettler
