We often wonder what we can do to help students engage with the material so they can learn it at a deeper level. Students don’t make that an easy task. They arrive in class having not read the material or having not thought about it in meaningful ways, and that keeps them from being engaged in class. Several years ago, I read George Kuh’s article “What Student Engagement Data Tell Us about College Readiness,” in which he writes, “Students who talk about substantive matters with faculty and peers are challenged to perform at high levels, and receive frequent feedback on their performance typically get better grades, are more satisfied with college, and are more likely to persist” (Peer Review, January 1, 2007, p. 4; italics mine). Here are three ways I try to provide feedback that engages students and not overwhelm myself with grading tasks in the process.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Most professors want students to know how to research and write in their fields. In fact, many degree programs now have introductory courses for majors with content that addresses these research and writing basics. However, the assumption that students learn everything they need in one course is a faulty one. All of us who teach courses for majors need to regularly revisit this content if students are to develop these research and writing abilities. Let me be specific and suggest six things professors can do that help students improve in both areas.
Despite the fact that numerous articles have been written on the importance of the first day, too many of us still use it to do little more than go over the syllabus and review basic guidelines for the course. This year I decided to try a different approach, and the results were much more dramatic than I expected. I taught real material on the first day. Despite that, there have been fewer questions about course policies, with some students actually referencing them without even a mention from me. Let me explain how I achieved these results.