student engagement

16 Community-Building Ice-Breakers for Zoom

by Nathan Loewen, Department of Religious Studies Among the many objectives for the first day of class, for some teachers, is to create a sense of community. Many of the strategies used face-to-face may be adapted to the online environment. Here are some ice-breakers that have worked in the past. They may be adapted to

Three Ways to Construct Supportive Online Courses

by Jaimie Choi, Department of Psychology As COVID-19 swept the country, many of us have transitioned to virtual teaching, using diverse platforms that deliver online lectures. Unfortunately, despite the convenience of being able to lead a lecture in our pajama pants, there are many studies that cast light on the psychological pitfall that follows being

Social Reading Supports Student Success (e.g., Hypothesis)

by Nathan Loewen, Department of Religious Studies Maintaining engagement and a sense of community is valuable no matter how strange and extenuated the conditions for teaching and learning. 24 UA courses used the new Hypothesis tool in Blackboard (found in your “build content” menu). Hypothesis allows teachers and learners to add a layer of commentary

Reflections on the Teaching Professor Conference

by Bryce Speed, Department of Art and Art History As an art professor, I find that most of my teaching experiences involve active and experiential learning, mainly due to the hands-on nature of making and critiquing art. Simply through the sheer nature of creative practices students are experiencing and solving problems unique to their conceptual

Increasing Student Participation

Teach students to collaborate before expecting success. Doing group work, peer review, and other collaborative activities without prior training can lead to confusion and dead time in class. For maximum success, teach collaboration skills before starting group projects. ONE IDEA: Introduce peer review workshops at the beginning of the semester using a Fish Bowl approach.

Overview of Flipped Learning

by Jessica Porter, Office of Educational Technology (eTech) Flipped learning is a blended learning model that reverses the typical order of content dispersal and acquisition. In a traditional, lecture-based class, the instructor delivers the basic material in class, and students practice new concepts on their own time. In the flipped model, students encounter new material

Overview of Active Learning

by Jessica Porter, Office of Educational Technology (eTech) Active learning requires students to participate in class rather than sitting and listening to lectures. Techniques include, but are not limited to, discussions, brief question-and-answer sessions, writing and reading assignments, hands-on activities, and peer instruction. In other words, active learning promotes a deeper, more engaging learning experience,

Active Learning Quick Start Guide

by Jessica Porter, Office of Educational Technology (eTech) Active learning replaces the traditional lecture with a mix of meaningful activities. Instead of sitting and listening passively, students purposefully interact with the course material, allowing you to see what they know and troubleshoot in real time. In other words, active learning promotes deeper, more engaged learning,

Listen: Critical Reading is a Foundational College Skill

Critical reading is a central, foundational college skill, essential to all courses. In this interview with Nathan Loewen, Catherine Roach talks about teaching critical readingĀ and how she pushes students to “ruminate” and become better readers and thinkers. Some of the questions asked: In what classes do you emphasize this skill? How do you explain critical