Category Archives: Quick Tips

Quick Tips: Low to No Prep Classroom Activities

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Student engagement is a critical component of higher education and a frequent topic of interest among instructors.  Actively engaging students in the learning process helps increase motivation, supports collaboration, and deepens understanding of course material. Finding activities that instructors can implement quickly while also proving worthwhile to students can be a challenge. I recently attended a conference with a session titled, “Low to No Prep Classroom Activities.”  Jennifer Merrill, psychology professor from San Mateo County Community College, shared some simple classroom activities that require very little or no preparation ahead of time that I thought were worth sharing:

Music:
Playing music as students enter the classroom creates a shared experience which can encourage social interaction, inspire creative thinking, and lead to positive classroom dynamics. It can be used as an icebreaker, to set a particular mood, or specifically relate to the course in some way. Research shows that music stimulates activity in the brain that is tied to improved focus, attention, and memory.

  • Incorporate music as part of a regular classroom routine to indicate that it’s time to focus on the upcoming lesson.
  • Use it to introduce a new topic or review a current or past topic. Ask students to articulate how they think the music/artist/song relates to the course material and then share with the class.
  • Allow students to suggest/select what type of music they would like to hear.

Academic Speed Dating:
Like traditional speed dating, academic speed dating consists of short, timed conversations with a series of partners around a particular topic.Two lines of college students in a classroom, playing a round of academic speed dating. In this case, students are given a prompt from the instructor, briefly discuss their response with a partner, and then rotate to a new partner when the time is up. Partners face each other in two lines, with one line of students continuously shifting through the other line until they return to their original partner. This can also be done by having students form inner and outer circles, instead of lines. A few of the benefits of academic speed dating include:

  • Sharing and questioning students’ own knowledge while gaining different perspectives on a topic.
  • Enhancing communication skills as students learn to express their ideas quickly and efficiently.
  • Providing a safe space to share ideas as students interact with others, which can lead to a positive classroom climate.

Memory:
The classic “Memory Game” consists of a set of cards with matching pairs of text or images. Cards are shuffled and placed face down; players take turns turning over 2 cards at a time, trying to find matching pairs.  In this version, students take part in creating the cards themselves, using index cards, before playing the game. Memory can be used to reinforce learning and enhance the retention of course material.

Suggested steps for implementation:
1. On the board, the instructor lists 10 terms or concepts related to the course in some way.
2. Students are divided into groups of no more than 5 people. Each student in the group selects 2 terms/concepts from the list.
3. Using index cards, students write the name of the term/concept on one card, and an example of the term/concept on another card (e.g., “supply and demand” and “gasoline prices rising in the summer with more people driving”). Examples could also include images, instead of text.
4. When the groups are finished creating their sets of cards, they exchange their cards with another group and play the game, trying to match as many pairs as they can.

  • Use Memory College students playing a memory game with index cards.to review definitions, formulas, or other test material in a fun, collaborative environment.
  • Enhance cognitive skills, such as concentration, short-term memory, and pattern recognition.
  • Facilitate team building skills as students work in groups to create and play the game.

Pictionary:
In this version of classroom Pictionary, students are divided into groups that are each assigned a particular topic.  Each group is tasked with drawing an image representation of their topic, e.g., “Create images that represent the function of two glial cells assigned to your group.”  Ideally, it works best if drawings are large enough to be displayed College students in a classroom doing a gallery walk.around the classroom, such as on an easel, whiteboard, or large Post-it note paper. When each group is finished with their drawings, all students participate in a gallery walk, offering feedback to the other groups.  Facilitate a small or whole group discussion to reflect on the feedback each group received.

  • Enhance problem solving skills and creativity by asking students to think critically about how to represent information visually.
  • Use Pictionary to get students up and moving around the classroom, which will help keep them actively engaged with course content.
  • Help students develop constructive feedback skills as they participate in the gallery walk part of the activity.

Hawks and Eagles:
This activity is a version of “think-pair-share” that gets students up and moving around the classroom.

Suggested steps for implementation:
1. Students pair with someone nearby and decide who will be the Hawk and who will be the Eagle.
2. Give all students a prompt or topic to discuss and allow them time to think about their response (1-3 minutes).
3. Students share their responses with their paired partner (1-3 minutes).
4. Ask Hawks to raise their hands. Ask the Eagles to get up and go find a different Hawk.
5. Students share their responses with their new partner.
6. Repeat steps 4 and 5, if desired, to allow students to pair with multiple partners.
7. Debrief topic with the whole class.

  • Use Hawks and Eagles as an icebreaker activity for students to introduce and get to know one another.
  • Use this activity as a formative assessment to gauge student comprehension of a particular topic.
  • Expose students to multiple perspectives or viewpoints on a particular topic by having them engage with multiple partners.

IQ Cards:
IQ cards (“Insight/Question Cards”) is an exit ticket activity that acts as a formative assessment strategy. At the end of a class or unit, ask students to write down on an index card any takeaways or new information they have learned. On the other side ofStack of index cards. the card, ask them to write down any remaining questions they have about the lesson or unit. Collect student responses and share their “insights” and “questions” with the class at the next meeting.

  • Gather instant feedback from students and quickly assess their grasp of the material, noting where any changes or adjustments might be needed.
  • Reinforce knowledge by asking students to recall key concepts of the lesson or unit.
  • Use IQ Cards as a self-assessment activity for students to reflect on their own learning.

Do you have any additional low or no prep activities you use in the classroom? Please feel free to share them in the comments. If you have any questions about any of the activities described above or other questions about student engagement, please contact the CTEI – we are here to help!

Amy Brusini, Senior Instructional Designer
Center for Teaching Excellence and Innovation 

References:
Baker, M. (2007). Music moves brain to pay attention, Stanford study finds. Stanford Medicine: News Center. Retrieved August 26, 2024, from https://med.stanford.edu/news/all-news/2007/07/music-moves-brain-to-pay-attention-stanford-study-finds.html

Image source: Jennifer Merrill, Pixabay

Quick Tips: Facilitating Group Work

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With good reason, one of the most common strategies that instructors turn to in the classroom is assigning students to work collaboratively in groups.  Group work, when thoughtfully designed and facilitated, can be a very effective way to engage students in their learning. Though not without challenges, group work offers numerous benefits: 

  • Increased engagement: Group work promotes active engagement and collaboration among students, which can help build a sense of community in the classroom. The learning process becomes more interactive which can deepen the level of understanding of course material and positively impact classroom dynamics.  
  • Diverse perspectives: Group work encourages the exchange of diverse ideas and perspectives. This can lead to a richer learning environment as students are exposed to different viewpoints and alternative solutions to problems.  
  • Skill development: Working in groups, students acquire a range of skills, including communication, problem-solving, and leadership skills. While certainly relevant in academia, these skills can also help students prepare for a professional work environment, where teamwork and collaboration are essential. 

Simply dividing your students into groups with little or no direction is unlikely to lead to the best outcome. Incorporating group work into courses requires careful planning and clear guidelines to ensure its effectiveness. The following is a list of strategies to consider when facilitating group work: 

Group formation:  

  • Consider aligning students with complementary or diverse skill sets. A broad range of skills often leads to creative ways of approaching and solving problems. Administering a survey to students before the project begins can help determine academic disciplines, backgrounds, and relevant skill levels.  
  • When possible, avoid isolating underrepresented minorities in groups. For example, place 0, 2, or 3 women in a team when forming groups of 3 (i.e., do not create a team of 1 woman and 2 men). This helps prevent the underrepresented from being over-ruled or ignored (Rosser, 1998).   
  • Explore technology options. If using a learning management system (LMS) such as Canvas, it will often include a tool to assist with creating and managing groups. Outside of the LMS, there is a free, open-source tool called gruepr that can assist instructors with group creation. CATME is another tool that assists with group creation and peer review. We reviewed CATME several years ago when it was free, but there is now a fee for use. 

Team Interaction: 

  • Establish ground rules for groups: insist on civil dialogue, respect others’ opinions, listen actively, etc. Involving students in creating the rules helps them hold each other accountable throughout the process. Carnegie Mellon has a resource with suggestions for setting ground rules that may be helpful for instructors. 
  • Assign each student a different role in the group and rotate the roles frequently. This helps to ensure that work is distributed equally throughout the project, avoiding situations where a few students are doing all the work while others are just along for the ride (Finelli et all., 2011). Examples of roles include recorder, spokesperson, summarizer, organizer, observer, timekeeper, or liaison to other groups.  Be sure each role has specific tasks that are clearly laid out for students.  
  • Include one or more short, introductory warm-up activities for group members to engage and get to know one another. This will help to build rapport and encourage participation within the group. 
  • Consider the physical space if allowing students to work in groups during class. Is the room conducive/comfortable for small groups to convene? Will students need accommodations? If teaching online, are groups meeting synchronously or asynchronously? Plan accordingly to anticipate space and technology needs.  

Assessment: 

  • Determine how you will assess the project. Depending on the goals, consider assessing both group and individual contributions. Develop and share rubrics with students so they know exactly what is expected. This sample group work rubric from Carnegie Mellon can be used as a guide. 
  • Meet regularly with each group to monitor progress. Set milestones to help students stay on track and meet their goals.
  • Include opportunities for self and peer assessment. Self-assessment encourages critical thinking and fosters greater self-awareness in student learning.  Peer assessment provides valuable insight for instructors about group dynamics and performance. It can also serve to motivate students to take responsibility for their individual tasks. Be sure to clarify for students if self and peer assessment will count towards their grade.  This assessment form from Carnegie Mellon is designed for students to assess themselves as well as group members.  
  • Allow time for reflection. Asking students to reflect on the process can help them extract meaningful lessons from the project’s successes and challenges.  It can also promote a deeper understanding of the project’s goals and the collaborative process as a whole. Examples of reflective exercises include written responses to specific prompts (i.e. what went well, what could be improved, etc.), small group or whole class discussions, and keeping a journal of the learning experience. More information about group reflection can be found in this resource from the University of New South Wales.   

With proper planning, group projects can be a positive and productive learning experience that will help prepare students for real-world challenges. Do you have additional tips to share about group facilitation? Please share them in the comments. 

Amy Brusini, Senior Instructional Designer
Center for Teaching Excellence and Innovation

Image source: Pixabay

References:

Finelli, C., Bergom, I., & Mesa, V. (2011). Student teams in the engineering classroom and beyond: setting up students for success. Center for Research on Learning and Teaching: University of Michigan. https://files.eric.ed.gov/fulltext/ED573963.pdf  

Rosser, S. V. (1998). Group work in science, engineering, and mathematics: Consequences of ignoring gender and race. College Teaching, 46(3), 82-88. 

University of New South Wales. (n.d.) Supporting students to reflect on their group work. https://www.teaching.unsw.edu.au/helping-students-reflect-group-work

Washington University of St. Louis, Center for Teaching and Learning. (n.d.) Facilitating in-class group work. https://ctl.wustl.edu/resources/facilitating-in-class-group-work/ 

Facilitating Difficult Conversations in Class: Considerations when Teaching Online

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In a recent blog post, the CTEI shared strategies that can be used to facilitate difficult conversations in the classroom. The center also hosted a community conversation on the same topic, featuring perspectives from three different faculty members from across the institution. In response, we heard from some instructors who are interested in specific strategies they can use in an online environment. While many of the ideas previously shared can be applied to the online classroom, such as setting ground rules, the following considerations are worth keeping in mind when facilitating difficult conversations online.

  • Establish a positive classroom climate. This is especially important in an online environment where subtle gestures, voice inflections, and facial expressions may be missing. Creating a safe, inclusive environment from the start will encourage student participation and respect among peers. Some ideas include:
    • Engage students in icebreaker or other collaborative activities to ensure multiple opportunities for students to get to know one another.
    • Include a syllabus statement with language expressing a commitment to respecting diverse opinions and being inclusive. Model this commitment by using students’ preferred names, pronouns, inclusive language, and diverse examples. See a recently shared example from Professor John Mercurio in The Chronicle.
    • Communicate regularly with students. Send weekly reminders, post regular announcements, and commit to responding promptly to discussion board posts from students to help them feel connected to the class and to each other.
  • As part of setting ground rules, remind students of “netiquette;” be very clear about rules for online discussions, group interactions, when/if it’s okay to use the chat feature, etc. Consider involving students in creating these rules.
  • Lack of privacy – remember that students on Zoom are not necessarily in a private space and may not feel comfortable speaking or engaging freely with others. Communicate alternate ways for students to engage, such as using chat, polls, or an asynchronous discussion board.
  • In hybrid classes, make sure to include Zoom participants in the discussion. This may require additional or amended ground rules such as requiring everyone to raise their hand (Zoom and in-person participants) before making a comment.
  • Acknowledge and accept that there may be (uncomfortable) pauses due to a bad online connection or people gathering their thoughts.
  • Consider using breakout rooms for students to discuss issues in small groups which may be more comfortable/less intimidating for some.
  • Consider using the chat feature to allow students time to reflect on their response before sharing. The faculty can then selectively address comments shared by students including contextualizing or reframing points made. If you have a co-instructor or teaching assistants, they can help with replying directly to comments posted in the chat.
  • Establish a set of gestures/emojis to be used when asking a question, adding a follow-up idea, agreeing or disagreeing, etc. to keep interruptions to a minimum. (This requires everyone to be in grid view.)
  • As much as possible, keep an eye on Zoom participants for indications of distress. Encourage students to take advantage of university wellness resources.
  • For larger discussions, consider using a Zoom webinar in which you can moderate questions and comments submitted before sharing them. In typical Zoom classrooms, you can ask students to send their comments directly to you in the chat instead of posting to the entire group.

Do you have additional ideas to share? Please post them in the comments.

Amy Brusini, Senior Instructional Designer
Center for Teaching Excellence and Innovation 

Image Source: Unsplash

References:

Rudenko, N. (August, 12, 2020). Facilitating discussions via Zoom (in a college-level classroom). Medium. https://medium.com/@natasharudenko_37929/facilitating-discussions-via-zoom-in-a-college-level-classroom-619d3ac4343b

Supiano, B. (November 9, 2023). Teaching: How to hold difficult discussions online. The Chronicle of Higher Education.
https://www.chronicle.com/newsletter/teaching/2023-11-09?utm_source=Iterable&utm_medium=email&utm_campaign=campaign_8238698_nl_Teaching_date_20231109&cid=te&source=ams&sourceid=&sra=true

Facilitating Difficult Conversations during Class

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As a faculty in sociology, I often teach content about which people have strong opinions. For instance, public debates about the changing use of pronouns and Florida’s “Don’t Say Gay Law” are a good opportunity to apply theories on the social construction of gender and sexuality but can be flash points for students. Discussions about structural racism can be challenging when your classroom includes students hailing from diverse countries with different histories of acceptance or oppression. I also encourage students to bring current events into our discussion to exemplify concepts in class, but again, students may hold different opinions on those events. In this post, I share strategies I use or learned from others about how to facilitate conversations about sensitive or politically charged topics. 

Ground Rules 

Ground rules can be the foundation for facilitating respectful conversations that also help students feel more comfortable participating.  Ideally this is done at the start of the semester but can be done during the semester if current events require it.  

I set the tone in my class by stating on the first day that “We can attack ideas in this class, but not people.” I explain there is a difference in critiquing an argument versus dismissing someone’s point or groups of people more broadly. It can also help to give examples in your discipline of both productive and unproductive critiques. 

Below are ground rules I use, but it can help to search online for additional ideas. Involving students in co-creating these rules is an excellent practice as it generates buy-in and motivates their acceptance of and adherence to guiding principles. Displaying these recommendations prominently in your Canvas site or distributing them to students is a good idea as well, especially if students need reminders of these rules. The recommendations below apply to both instructors and students, though there are additional guidelines for instructors as needed.  

  • Support your arguments with evidence. – Use known facts, published research, relevant readings, and previous arguments to support your argument.  
  • Use “I” statements. – It’s OK to articulate your perspectives, feelings, or relevant personal experiences, but don’t try to speak for other people in the class.  
  • Do not generalize about groups. – This relates to the previous point. We can make arguments with known actions or statements by groups, but we should not make overgeneralizations about them.  
  • Allow students to speak without interruption. – This requires people to listen more to others. My only caveat is that as the instructor I have the right to nudge students if they talk too long or I feel their points are drifting. 
  • Listen actively. – We need to do more than not interrupt. We need to pay attention to what is being said so we can respond appropriately. Taking written notes on what others are saying is a good way to practice active listening.  
  • Keep an open mind. – Our goal is to learn from each other. I share that my own opinions and beliefs on numerous topics have evolved over time thanks to engaging with others in open discussions including with students in my class. Give specific examples of this when possible.  
  • Name-calling, sarcasm and inflammatory accusations are not permitted. – We need to maintain respective dialogue when we are debating ideas from different perspectives. 
  • Take a break – If the discussion becomes too heated or intense, suggest a five- to 10-minute break to allow people’s minds to reset and disengage from threat mode. Getting water, a snack, or taking a short walk can all provide just enough respite to bring the temperature down in the room.   

Establishing ground rules and then practicing them in class, even very explicitly, can help students understand how to engage not just in class but in various situations. The academic environment may be new for them, however, and they may need guidance. Gently acknowledge comments without judgement that don’t follow the ground rules. Point out your goal is to help students learn how to debate ideas in a way that facilitates open conversation. 
Strategies for Facilitating Conversations 

As the instructor you can leverage different strategies to facilitate open conversations. 

  • Be intentional about what topics you bring into the conversation. Consider your learning objectives when you choose topics to discuss or apply to course concepts. 
  • Start discussions in small groups to give students a safer space for initiating their discussions. Designate one person to summarize the group’s discussion instead of asking each student to speak.  
  • Consider assigning conversational moves in advance. For example, “Make a comment that brings two other comments together,” or “Disagree with someone respectfully, using evidence to support your claim,” or “Summarize the conversation and suggest a question that still needs consideration.” 
  • For smaller classes, use the round robin format in which each student speaks in succession and builds on the previous comments made.  
  • Include time for quiet reflection – possibly through a short writing activity – to help students prepare their responses. 
  • Choose readings and materials that present different perspectives. This can help students understand that complex ideas can be applied in different ways and that researchers or practitioners are not always in complete agreement.  
  • If you notice conflict between students, use assigned seats for the whole class to provide some separation. 

Dealing with Traumatic Events 

Even if your course does not cover sensitive or politically charged topics, there may be times when the community is affected by traumatic events. Consider changing your lesson plan as appropriate to address the situation.   

It’s important to remember we learn by working through challenges whether in math, design, or textual analysis. For this reason, we should not shy away from discussing sensitive or difficult topics. The role of the instructor is to create an environment where people understand how to make arguments and feel comfortable engaging to help us understand and extend ideas or situations we study.   

Add your thoughts in the comments below. 

Mike Reese
Mike Reese is Associate Dean of the Center for Teaching Excellence and Innovation and associate teaching professor in Sociology.

Additional Resources 

Image Source: Mike Reese, Pixabay

Quick Tips: Guest Speakers in the Classroom

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Inviting a guest speaker to your classroom can be a powerful and memorable experience for your students. Unique perspectives and expertise shared by an outside professional can be very motivating for students as they consider their own academic goals and career paths.  Hearing from someone in the community can help to reinforce course material in a real-world context and deliver a renewed sense of relevance to the class (Leboff). Guest speakers also have the potential to challenge stereotypes that may exist in a particular field.  Bringing in diverse role models that students can relate to helps to make your course more inclusive and builds community both inside and outside the classroom.   

The following is a list of considerations for instructors when inviting a guest speaker to a classroom:     

Prepare students ahead of the speaker’s visit: 

  • Let students know why you are inviting this particular guest.  
  • Ask students to research the speaker’s background: review personal websites, read articles, review book chapters written by this person, etc. 
  • Ask students to prepare 2-3 discussion questions for the guest. Students could submit these questions to you for review.  

Give the speaker plenty of context: 

  • Discuss with the speaker how the presentation fits into the course. What are the objectives of the course or this specific unit? What happens after this presentation? 
  • Make sure the speaker knows who to expect in the audience. Is this an introductory course or more advanced? How many students will be in attendance? 

Consider the format: 

  • Discuss with the speaker their presentation style. Some may come prepared with a formal presentation, including slides, while others prefer to use a less formal ‘fireside chat’ or ‘Q and A’ format (Leboff). Another possibility is for one or more students to interview the speaker. 
  • Ask the speaker if they have any specific technology needs for the presentation.

     

Follow up with students after the visit: 

  • Facilitate a class discussion (in person or online) where students are able share their thoughts about the presentation. Provide guiding questions to help prompt students.  
  • Turn the follow-up activity into an assignment: 
    • Prepare a written reflection on the speaker’s presentation, how it relates to course topics, ideas they agreed or disagreed with, etc.
    • Debrief about the presentation in small groups and then report out to the whole class. 
    • If there are multiple speakers during the semester, ask students to select the speaker who had the greatest impact on them and write an essay explaining why; or have students compare and contrast two different speakers. 
    • If the speaker is widely published, have students critique an article written by this person.  
    • Write a thank-you note or email to the speaker.  

We’ve heard from some instructors that it can be challenging to find guest speakers with little or no funding. One suggestion is to start with your own network of peers such as colleagues at your institution or nearby institutions. Reach out to your contacts from LinkedIn or other professional networks. Former students who are now “in the field” could be another possibility. Another group not to be overlooked is local business owners or other community members who often appreciate the opportunity to speak to students. If you are struggling to find a speaker, two sites that may be worth looking into are SpeakerHub and Pathful (Shane).  

Do you have any additional tips to share about hosting guest speakers? Please feel free to share them in the comments. 

Amy Brusini, Senior Instructional Designer
Center for Teaching Excellence and Innovation 

Image Source: Pixabay

References:

Lebhoff, D. (2019, November 22). Making the Most of Guest Speakers in the Classroom. Top Hat. Retrieved June 6, 2023, from https://tophat.com/blog/making-the-most-of-guest-speakers-in-the-classroom/ 

Shane, S. (2022, March 22). Leveraging Guest Speakers to Increase Student Learning. Edutopia. Retrieved June 6, 2023, from https://www.edutopia.org/article/leveraging-guest-speakers-increase-student-learning/ 

Quick Tips: Alternative Assessments

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Throughout the past year and a half, instructors have made significant changes to the way they design and deliver their courses. The sudden shift to being fully remote, then hybrid, and now back to face-to-face for some courses has required instructors to rethink not only the way they teach, but also the way they assess their students. Many who have previously found success with traditional tests and exams are now seeking alternative forms of assessment, some of which are described below:

Homework assignments: Adding more weight to homework assignments is one way to take the pressure off of high stakes exams while keeping students engaged with course material. Homework assignments will vary according to the subject, but they may include answering questions from a chapter in a textbook, writing a summary of a reading or topic discussed in class, participating in an online discussion board, writing a letter, solving a problem set, etc.

Research paper:  Students can apply their knowledge by writing a research paper. To help ensure a successful outcome, a research paper can be set up as a scaffolded assignment, where students turn in different elements of the paper, such as a proposal, an outline, first and second drafts, bibliography, etc. throughout the semester, and then the cumulative work at the end.

Individual or group presentations: Student presentations can be done live for the class or prerecorded ahead of time using multimedia software (e.g., Panopto, VoiceThread) that can be viewed asynchronously. Depending on the subject matter, presentations may consist of a summary of content, a persuasive argument, a demonstration, a case study, an oral report, etc. Students can present individually or in groups.

Reflective paper or journal: Reflective exercises allow students to analyze what they have learned and experienced and how these experiences relate to their learning goals. Students develop an awareness of how they best acquire knowledge and can apply these metacognitive skills to both academic and non-academic settings. Reflective exercises can be guided or unguided and may include journaling, self-assessment, creating a concept map, writing a reflective essay, etc.

Individual or group projects: Student projects may be short-term, designed in a few weeks, or long-term, designed over an entire semester or more. If the project is longer term, it may be a good idea to provide checkpoints for students to check in about their progress and make sure they are meeting deadlines. Ideas for student projects include: creating a podcast, blog, interactive website, interactive map, short film, digital simulation, how-to guide, poster, interview, infographic, etc. Depending on the circumstances, it may be possible for students to partner with a community-based organization as part of their project. Another idea is to consider allowing students to propose their own project ideas.

Online Tests and Exams: For instructors who have moved their tests online, it may be worth considering lowering the stakes of these assessments.  Instead of high-stakes midterms and finals, replace them with weekly quizzes that are weighted lower than a traditional midterm or final. Giving more frequent assessments allows for additional opportunities to provide feedback to students and help them reach their goals successfully. To reduce the potential for cheating, include questions that are unique and require higher-level critical thinking. Another consideration is to allow at least some of the quizzes to be open-book.

It’s worth noting that offering students a variety of ways to demonstrate their knowledge aligns with the principles of universal design for learning (UDL). Going beyond traditional tests and exams helps to ensure that all learners have an opportunity to show what they have learned in a way that works best for them. If you’re looking for more ideas, here are a few sites containing additional alternative assessment strategies:

https://www.scholarlyteacher.com/post/alternatives-to-the-traditional-exam-as-measures-of-student-learning-outcomes

https://teaching.berkeley.edu/resources/course-design-guide/design-effective-assessments/alternatives-traditional-testing

https://cei.umn.edu/alternative-assessment-strategies

Amy Brusini, Senior Instructional Designer
Center for Educational Resources

Image Source: Pixabay

Strategies for an Inclusive Classroom

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This summer, the Center for Educational Resources offered a multi-day Best Practices in University Teaching workshop for JHU faculty to learn about evidence-based teaching practices. Participants explored topics such as best practices in course design, active learning strategies, and various assessment techniques. One of the many sessions that generated a great deal of discussion was the Inclusive Pedagogy session, which addressed the importance of accommodating the needs of diverse learners in a supportive environment.  The session was led by Dr. Karen Fleming, a professor in the Biophysics department who is also nationally recognized for her efforts in raising awareness on overcoming biases and barriers to women in STEM.  I played a small role in the presentation by providing a brief introduction and overview of Universal Design for Learning (UDL), a research-based educational framework that helps remove unnecessary barriers from the learning process.

During the session, participants were encouraged to examine their own biases by reflecting on an unconscious bias test they took just before the session. Many were clearly dismayed by their own results; Fleming reassured them that we all have biases and that accepting this fact is the first step in addressing them.  She then shared a real-world example of unconscious bias toward women in STEM that is published in the Proceedings of the National Academy of Sciences. The shocking results of this study, which show that even women faculty in STEM display a preferential bias toward males over females, resulted in an engaging discussion. The dialogue continued as participants then debriefed about a video they watched, also before the session, which featured a teaching assistant (TA) stereotyping various students as he welcomed them to class.  The video was intentionally exaggerated at times, and participants were eager to point out the “over the top” behavior exhibited by the TA. Participants were inspired to share personal experiences of bias, prejudice, and stereotyping that they’ve encountered in the classroom either as students or instructors.

Toward the end of the session, the focus shifted to thinking about strategies that would mitigate instances of biased behavior and instead encourage a more inclusive classroom environment. hands reaching toward each otherAs a culminating exercise, we asked participants to consider the principles of UDL as well as ideas and discussions from earlier in the session to complete an “Inclusive Strategies Worksheet;” the worksheet would contain concrete strategies that would make a measurable difference in terms of inclusivity in their classrooms. The participants were very thoughtful in their responses and several of their ideas are worth sharing:

  • Administer a pre- or early-semester survey to get to know the students and build community.
  • Include a “campus climate” section in the syllabus with language expressing a commitment to respecting diverse opinions and being inclusive.
  • On the first day of class, have students create a “Community Agreement” to establish ground rules for class discussions, online discussions, and group activities. This can be revisited throughout the semester to adjust what is working/not working.
  • Acknowledge that there may be uncomfortable moments as we face mistakes and hold each other and ourselves accountable. Encourage students to “call in” when mistakes (intentional or not) occur, rather than “call out” or “cancel” so that we may learn from each other.
  • Work collaboratively with students to develop rubrics for assignments.
  • Include authors and guest speakers with varied cultures, backgrounds, and identities. Include images, readings, examples, and other course materials that are diversified. If opportunities are limited, have students do a reflective exercise on who/what is missing from the research.
  • Share content with students in multiple ways: research papers, videos, images, graphs, blog entries, etc.
  • Increase the number of active learning activities to enrich the learning experience.
  • Offer options to students: vary the types of assignments given and allow for a choice of ways to demonstrate knowledge among students when possible.
  • Follow accessibility guidelines: ensure video/audio recordings have closed captioning and/or a transcript, for example.
  • Create opportunities for students to discuss their lived experiences in the classroom and/or on assignments.
  • Provide opportunities for students to participate anonymously without fear of judgement (i.e. using iClickers or Jamboard).
  • Conduct activities that engage students in small groups so they get to know one another. Encourage students to use these connections to identify study partners. Consider switching groups throughout the semester so students meet additional partners.

Do you have additional strategies to share? Please feel free to add them in the comments.

Amy Brusini, Senior Instructional Designer
Center for Educational Resources

Image Source: Best Practices in University Teaching Logo, Pixabay

Quick Tips: Formative Assessment Strategies

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Designing effective assessments is a critical part of the teaching and learning process. Instructors use assessments, ideally aligned with learning objectives, to measure student achievement and determine whether or not they are meeting the objectives. Assessments can also inform instructors if they should consider making changes to their instructional method or delivery.

Assessments are generally categorized as either summative or formative. Summative assessments, usually graded, are used to measure student comprehension of material at the end of an instructional unit. They are often cumulative, providing a means for instructors to see how well students are meeting certain standards. Instructors are largely familiar with summative assessments. Examples include:

  • Final exam at the end of the semester
  • Term paper due mid-semester
  • Final project at the end of a course

In contrast, formative assessments provide ongoing feedback to students in order to help identify gaps in their learning. They are lower stakes than summative assessments and often ungraded. Additionally, formative assessments help instructors determine the effectiveness of their teaching; instructors can then use this information to make adjustments to their instructional approach which may lead to improved student success (Boston). As discussed in a previous Innovative Instructor post about the value of formative assessments, when instructors provide formative feedback to students, they give students the tools to assess their own progress toward learning goals (Wilson). This empowers students to recognize their strengths and weaknesses and may help motivate them to improve their academic performance.

Examples of formative assessment strategies:

  • Surveys – Surveys can be given at the beginning, middle, and/or end of the semester.
  • Minute papers – Very short, in-class writing activity in which students summarize the main ideas of a lecture or class activity, usually at the end of class.
  • Polling – Students respond as a group to questions posed by the instructor using technology such as iclickers, software such as Poll Everywhere, or simply raising their hands.
  • Exit tickets – At the end of class, students respond to a short prompt given by the instructor usually having to do with that day’s lesson, such as, “What readings were most helpful to you in preparing for today’s lesson?”
  • Muddiest point – Students write down what they think was the most confusing or difficult part of a lesson.
  • Concept map – Students create a diagram of how concepts relate to each other.
  • First draft – Students submit a first draft of a paper, assignment, etc. and receive targeted feedback before submitting a final draft.
  • Student self-evaluation/reflection
  • Low/no-grade quizzes

Formative assessments do not have to take a lot of time to administer. They can be spontaneous, such as having an in-class question and answer session which provides results in real time, or they can be planned, such as giving a short, ungraded quiz used as a knowledge check. In either case, the goal is the same: to monitor student learning and guide instructors in future decision making regarding their instruction. Following best practices, instructors should strive to use a variety of both formative and summative assessments in order to meet the needs of all students.

References:

Boston, C. (2002). The Concept of Formative Assessment. College Park, MD: ERIC Clearinghouse on Assessment and Evaluation. (ERIC Document Reproduction Service No. ED470206).

Wilson, S. (February 13, 2014). The Characteristics of High-Quality Formative Assessments. The Innovative Instructor Blog. http://ii.library.jhu.edu/2014/02/13/the-characteristics-of-high-quality-formative-assessments/

Amy Brusini
Senior Instructional Designer
Center for Educational Resources

Image Source: Pixabay

Lunch and Learn: Accommodating Students with Disabilities

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On Wednesday, December 11, 2019, the Center for Educational Resources (CER) hosted the second Lunch and Learn for the 2019-2020 academic year: Accommodating Students with Disabilities.  This was a brainstorming session for faculty to share issues they’ve faced as well as ask questions about the accommodations process. Terri Massie-Burrell, Director of Student Disability Services at Homewood, and Cathie Axe, Executive Director for university-wide Student Disability Services facilitated.  The conversation was moderated by Alison Papadakis, Associate Teaching Professor, Psychological & Brain Sciences.

Terri Massie-Burrell began the dialogue by giving an overview of the accommodations process.  She described how Student Disability Services (SDS) collaborates with campus partners to create an inclusive community for students with disabilities by proactively removing barriers, raising awareness of equitable practices, and fostering an appreciation of disability as an area of diversity. A step-by-step referral process for faculty is outlined on the SDS website. Massie-Burrell strongly encouraged any faculty that have questions about the process to contact her office. She also noted that accommodations are not retroactive; it is imperative that students contact SDS as early as possible to secure any accommodations they may need.

Massie-Burrell communicated that students may feel a stigma when registering with SDS. She said it is important to let students know we are all advocates for them and will protect their privacy. Sometimes faculty and students aren’t always satisfied with accommodations. SDS will do its best to resolve concerns and will meet students where they are with their disability.  Another point made is that it’s not the faculty’s responsibility to determine if students need an accommodation; the faculty’s role is to recommend students contact SDS and they will take it from there.

The discussion continued with questions and answers from the audience and facilitators, which are summarized below:

Q – What strategies have people used to initiate a conversation with students who may need accommodations?

Regarding students using equipment, one faculty member shared an example of how she attempts to normalize the situation by acknowledging that some people have difficulty with equipment and then lists possible solutions that may help. “Here’s how to deal with that…let’s talk about what’s best for you.” She feels this helps maintain student anonymity, so they are not singled out.

A faculty member who teaches freshmen remarked that her students are still developing and evolving academically and may not realize that they need assistance. She finds it helpful to contact the student’s advisor and the advisor then contacts SDS.

Other faculty members shared how they meet with students one on one to find out ways they can best help students keep up with the expectations of the course. They suggest SDS if necessary.

Q: Do accommodations last until a student graduates?

Massie-Burrell said that is possible, but they will review students’ needs each semester or each year to make any necessary adjustments.

Q: Do SDS staff come into spaces and make recommendations for improvement?

Cathie Axe responded that this is part of her role; she has been to several JHU campuses with facilities staff this past year in order to make suggestions during space renovations.  She said she would be happy to consult about making spaces more inclusive. They are currently taking a closer look at the pathways around the JHU campuses to identify and address gaps. She acknowledged the importance of accessible space when it comes to enhancing teaching.

Q: What types of things are you doing in your classes to reduce barriers?

Faculty members shared some strategies they are using: survey students before the semester begins, email all students individually to find out what their needs are, go through the syllabus with anyone with a disability, allow some flexibility with attendance and course deadlines, and reach out to students after the first exam/assessment to check in and listen to feedback. One faculty member suggested participating in ‘Safe Zone’ training, saying it’s another way of showing support for students, even though it’s not related to Disability Services.

Additionally, members of the CER staff mentioned the concept of Universal Design for Learning (UDL), an approach to teaching that removes barriers from the start by creating a flexible learning environment in order to meet the diverse needs of all learners.  Research behind this approach was done by the Center for Applied Special Technologies (CAST). A Hopkins Universal Design for Learning (HUDL) initiative was recently started by the provost’s office; each Hopkins division has its own HUDL ambassador who will assist faculty with implementing UDL strategies in their classrooms and answer any questions related to UDL.

Q: A recurring challenge for me is that many disabilities are invisible. How can I address those students proactively?

Axe recommended that faculty tell students who they can contact if something isn’t going as well as they expect. She also suggested including syllabus statements, using broad invitations, and preparing TAs, since they have a great deal of contact with students.

Q: Is there a process for what should be shared with TAs?

Axe replied that it is difficult to standardize this process because it’s not always appropriate to share disabilities with TAs. Yet, in other situations it is necessary.  She indicated that SDS is in the process of putting information together about this topic for faculty. In the meantime, these situations are currently being handled on a case by case basis.

The discussion wrapped up with some general comments from faculty:

One faculty member has observed that students often feel like there is a tradeoff between taking an exam at SDS with their accommodations (e.g., reduced distraction, extra time) vs. being in the classroom where they can ask questions and hear any additional instructions or clarifications provided to the rest of the class. She reminded faculty members to be sure to communicate with SDS any errors or corrections to the exam that are communicated to the class. Additionally, if a TA is present, she suggested giving SDS the TA’s cell phone number so the TA can triage any calls from SDS while the instructor manages the exam room.

Another faculty member suggested that the accommodations process seems focused on undergraduates, potentially excluding faculty or graduate students with disabilities. Axe replied that the SDS office supports graduate students. The Office of Institutional Equity supports faculty with disabilities. They would be happy to provide more guidance on an individual basis if needed.

Several faculty members mentioned the need for training and inquired about packaging all of the information shared by SDS into a program that could serve as a training for everyone. Axe replied that SDS is in the process of developing additional faculty resources which will be shared with all departments.

Amy Brusini, Senior Instructional Designer
Center for Educational Resources

Image Source: Lunch and Learn Logo

Advising Graduate Students

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[Guest post by Anne-Elizabeth Brodsky, Senior Lecturer, Expository Writing, Johns Hopkins University]

Usually teaching offers us a built-in apparatus. There’s a classroom, regular meeting times, a syllabus, an end of the semester in sight.

But advising grad students on their dissertations, or supervising them as their PI, is an entirely different sort of teaching. The familiar structures have evaporated, the final product is hard to envision, and what’s at stake is not a grade but a career.

As faculty we do our best to get it right, knowing that each grad student and each research project differs wildly.

But it’s tricky, as Drew Daniel (JHU English department) reflects in an August 2018  blog post:

“Graduate advising is intimate and intense. . . . It is a partnership but it is also structurally, Drew Daniel, JHU English departmentfundamentally unequal. One of you is learning how to do something; one of you is advising the other on how to do that thing based on prior experience and presumed expertise. . . . The advisor must help the grad student bring something new into the world which is the student’s own and which the advisor does not themselves already completely understand.”

Given that the road ahead is unpredictable, the initial steps we take as faculty become all the more important. It’s crucial that we set up clear terms and reliable mechanisms that will buttress our students, come what may.

What Works

Consider, for example, creating an advising statement to share with prospective advisees. This can be a tangible, transparent way to set clear and mutual expectations in the advisor-advisee relationship. Read more about advising statements in the Chronicle here (October 2018), where Moin Syed (in psychology at the University of Minnesota) shares his advising statement as a google doc you can adapt as your own.

Leonard Cassuto, in the English department at Fordham, explains here (in the Chronicle December 2018) how he sets up dissertation writing groups. This approach structures not only the faculty-advisee relationship but also collegial relationships among grad students at different levels in the program.

Along similar lines, but in the context of lab sciences, Allison Antes (from the Center for Research and Clinical Ethics at Washington University School of Medicine) offers six key steps to strong faculty advising in a November 2018 Nature article. For instance:

Task one: put recurring one-on-one meetings with the members of your group on your calendar. Set up a notebook or spreadsheet and jot down anything you should bring up during these meetings. Set an alert for ten minutes before the appointment to decide how to approach the meeting. Does the team member need encouragement? Career guidance? Feedback on their project and direction for next steps? Are they behind on deadlines or lacking confidence?

Task two: invite people to share both complaints and highlights. Several exemplary scientists explicitly require their trainees to relate a concern or struggle at some point in one-on-one meetings. They want to help people to be comfortable enough to bring problems and mistakes to light, and so address issues early, while they are manageable.

Compass pointing to the word CareerFinally, in March 2019, four professors from across disciplines offer “Three research-based lessons to improve your mentoring:”

  1. Approach the power dynamic between mentor and mentee by invoking relevant research. Aspects of mentoring line up with aspects of parenting; to say this is not to infantilize students but rather to acknowledge the power difference as well as (often) the generational difference—and to avoid reinventing the wheel. Research shows the benefits of “authoritativeness, which is defined by both high expectations and high attentiveness; offering a safe haven in times of distress; and fostering a secure base to promote exploration.”
  2. Communicate your confidence in students’ abilities and potential. Again, from the research: “if students think their professors believe that only a few special people have intellectual potential, it can harm their sense of belonging and their performance.”
  3. Model a growth mindset, and “help mentees embrace failure as growth.” One of the authors, Jay J. Van Bavel, shares his unofficial bio alongside his formal one. Some faculty circulate failure CVs.

Where Hopkins Fits In

Here at Hopkins there has been significant conversation around how best to mentor graduate students, particularly since the publication of the National Academies of Science report on sexual and gender harassment in the sciences. In October of 2018, at a Women Faculty Forum event concerning the NAS report, participants (faculty, students, and staff) generated suggestions for how JHU could implement NAS’s recommendation #5: “Diffuse the hierarchical and dependent relationship between trainees and faculty.” You can read notes from that conversation here.

In November 2018, a faculty coffee hour focused solely on the faculty-trainee relationship at Hopkins produced these suggestions.

Meanwhile, there is a new PhD Student Advisory Committee, convened by Vice Provost for Graduate and Professional Education Nancy Kass. Mentorship, inclusivity, professional development, and grad student well-being are among the key topics discussed. From the Hub: “We get these amazing students, and we want them to be productive, and happy, and feel good about what they’re doing, and then be prepared to do really wonderful things afterwards,” Kass says.

As a result of this work, the Doctor of Philosophy Board just passed two new policies: The first requires PhD students and their advisors to have annual conversations about not only research progress but also professional development goals. The second requires each PhD-granting school to distribute our new mentoring guidance and to put in place at least two “supports”—such as workshops, training, mentoring mavens, mentoring awards, and so on.

Finally, Vice Provost Kass also assembled a university-wide PhD Program Directors Retreat in early May. The focus was on PhD professional development and preparedness for non-academic careers. Farouk Dey, Vice Provost for Integrative Learning and Life Design, was the keynote speaker. His overall message to faculty PhD program directors: “Try not to ask [students] ‘What do you want to do?’ Instead ask, ‘What has inspired you lately?’ ‘What action can you take to turn that inspiration into reality and how can I help you with that?’”

Anne-Elizabeth Brodsky, Senior Lecturer
Expository Writing, Johns Hopkins University

Anne-Elizabeth M. Brodsky has taught in the Expository Writing Program since 2007. In addition to teaching “Introduction to Expository Writing,” she has also taught courses on friendship, public education, and race in American literature. A former member of the JHU Diversity Leadership Council, Anne-Elizabeth now serves as co-chair of the Women Faculty Forum at Homewood.