The Center for Excellence in Learning and Teaching is continuing to add to our collection of curated teaching tips and advice in our resource library. Our ideal curators, experts or among peers, will search out articles, videos, slides, and other online resources and present them with help from the CELT team. Our key requirements for curators? Passion and enthusiasm for useful, practical pedagogical content and an ability to complete their collection on a mutually identified deadline!

Have you seen our call for content curators? Answer that call by applying to be a content curator, and help us make this a great faculty collaboration! Our curators will build topical content as the basis for our ever-developing resources. The "Curriculum Mapping" collection is our test case and proof of concept. We hope this will be a useful and often-visited page!

Welcome to this curation! My name is Sohana Hasan, and I’m an undergraduate intern at CELT. As an English major in my Junior year, I’ve survived countless group projects and have come to dread them with a slow, burning passion. However, I have also had some truly transformative segues into group work—projects that left me feeling empowered and intrigued by the idea of collaboration. As professors, how can you shift your students’ perspectives from one of dread to one of excitement and communal growth? This curation explores strategies for organizing, assigning, and assessing group work in the classroom.

Taking the “I” out of Anxiety: Assigning and Supporting Student Group Work

A strong collaboration between students is a powerful way to create connections and further their understanding of your course’s content. However, students often dread group work, shuddering at the thought of navigating the push-and-pull of collaboration. Still, a strong, focused group with clearly-outlined goals and facilitative teachers can create a magnificent opportunity for growth and collaboration. How can you use group work to create this utopia of networking and creativity?

  • Fostering strong student collaboration is the key to success in group projects. This guide considers effective strategies for implementing group work and explores tactics for preparing, designing and introducing a group assignment into your class: Implementing Group Work in the Classroom | University of Waterloo Centre for Teaching Excellence
  • Group work is valuable, but is it important enough to justify the time commitment and organization needed to make it successful? This source considers how group work can become a rewarding venture when facilitated in a supportive, transparent way. By setting clear goals, broadening students’ potential for growth and mediating potential conflicts, you can effectively facilitate group work in your classroom: Working With Students in Groups | UC Berkeley Center for Teaching & Learning
  • How can you overcome student anxieties about group work and collaboration? This article explores strategies like effectively designing group assignments, teaching students the skill of group work itself and promoting personal responsibility. For the curious teacher, this source provides key strategies for effectively implementing group work into a course: Group Work | University of Colorado Boulder Center for Teaching & Learning
  • As a professor assigning group work, is it possible to balance your role as facilitator with the need to leave space for independent student interactions? This source from Harvard Law School explores how thoughtfully constructing groups and encouraging independent conflict mediation allows for guided, student-focused group work. This article also explores six fundamentals for facilitating transformative group work: Keys to Facilitating Successful Student Group Work from the Harvard Case Studies Blog
  • The idea of collaboration can leave some students unmotivated, but establishing group norms and facilitating student’s weekly check-ins can encourage autonomy. This resource provides strategies for balancing personal autonomy with peer collaboration. While only offering three tips, this article walks through the step-by-step process of implementing them and offers examples for maximizing their benefit. From The Teaching Professor, accessed through UMass Lowell (UML) Library: How to Make Group Work Not Suck: Scaffolding the Collaborative Process through Agency and Self-Regulation

Further Reading:

  • How can you reduce conflict and ensure that every student is contributing to a group project? Using strategies such as establishing group norms and scaffolding the elements of the group assignment can allow for maximum benefit from the project. This resource from Faculty Focus offers five creative, research-based tips for ensuring thoughtful classroom connections through group work: Group Work Strategies to Ensure Students Pull Their Weight
  • This is a longer, more research-based guide about group work, its benefits, and how to best use it in the classroom. Though on the longer side, it offers a stronger understanding of the importance of and benefits/drawbacks to assigning group assignments: Group work: Using cooperative learning groups effectively | Vanderbilt Center for Teaching

How can you guide your students from recalling information to creating original ideas? Bloom’s Taxonomy provides a roadmap for designing lessons that foster critical thinking and adaptability.

Understanding Bloom's Taxonomy

Bloom’s Taxonomy, developed in 1956 and later revised in 2001, categorizes learning into cognitive levels. This structure allows you to sequence lessons that build from basic recall to complex analysis and creation.

Original Taxonomy (1956): Six Cognitive Levels

  • Knowledge: Recalling facts, terms, and basic concepts.
  • Comprehension: Interpreting information.
  • Application: Using information in practical situations.
  • Analysis: Breaking down concepts to understand relationships.
  • Synthesis: Integrating parts into a new whole.
  • Evaluation: Making informed judgments.

Revised Taxonomy (2001): Updated Cognitive Dimensions

The 2001 revision introduces two dimensions:
  • Knowledge Dimension: Includes factual, conceptual, procedural, and metacognitive knowledge.
  • Cognitive Process Dimension: Spans six levels, from Remember to Create.
This version allows students to move fluidly between levels, depending on their learning tasks.

Applying Bloom's Taxonomy in Your Classroom

Lesson Planning

Layered Objectives: Plan lessons that address multiple levels. Start with foundational knowledge, and then move students towards higher-order thinking by designing tasks that require application and analysis.

Sequential Learning: Ensure students grasp the basics before tackling more complex ideas.

Instructional Strategies

Active Learning: Engage students with techniques like think-pair-share, group projects, and debates that challenge them to analyze and synthesize.
Questioning Techniques: Pose open-ended questions. For example, ask students to evaluate ("Do you agree with this theory? Why or why not?") or to create ("Can you design an experiment to test this idea?").
Assessment

Diverse Methods: Include both formative assessments, like quizzes, and summative ones, such as essays or projects, that assess understanding at various levels.

Rubrics Aligned with Taxonomy: Develop rubrics that clarify expectations for each level, ensuring transparency.

  1. Bloom's Taxonomy Action Verbs
    These resources list action verbs to help faculty design questions and assignments aligned with each cognitive level.
  2. Sample Rubrics Aligned with Bloom’s Taxonomy
    This resource provides rubric samples and guidelines for assessing student learning at various levels of Bloom’s Taxonomy.
  3. Interactive Bloom’s Taxonomy Tools
    These tools offer interactive elements, including activities, assignments, and assessments tailored to each level of Bloom's Taxonomy.

Tailoring Instruction for All Learners

Bloom's Taxonomy can guide differentiated instruction. Scaffolded learning helps all students engage with material at an appropriate cognitive level, allowing for gradual mastery and growth.

Promoting Higher-Order Thinking

Encourage students to move beyond memorization with classroom activities that inspire creativity and analysis:

  • Analyzing real-world case studies
  • Evaluating arguments based on evidence
  • Creating projects, presentations, or research proposals
By using Bloom’s Taxonomy, you can create a classroom environment that encourages students to think critically, engage deeply, and apply their knowledge in meaningful ways.

References

Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives: A review of the cognitive domain.Journal of Medical Education and Curricular Development, 2, 1-5.  
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Longmans, Green.
Forehand, M. (2010). Bloom's taxonomy: Original and revised. In Emerging perspectives on learning, teaching, and technology. 
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview.Theory Into Practice, 41(4), 212-218.
Marzano, R. J., & Kendall, J. S. (2007). The New Taxonomy of Educational Objectives. Corwin Press.
Narayanan, R., & Adithan, M. (2015). Analysis of question papers in engineering courses with respect to Horts levels.American Journal of Engineering Education, 6(1), 1-10.
RCampus. (n.d.). Rubrics aligned with Bloom’s Taxonomy. Retrieved from https://www.rcampus.com/rubricshowc.cfm?code=CC6W34&sp=yes 
Shabatura, J. (2014, September 18). Bloom’s Taxonomy Verb Chart. University of Arkansas. 
University of Louisville Delphi Center for Teaching and Learning. (n.d.). Use Bloom’s Taxonomy to align assessments.
University of Waterloo. (n.d.). Learning activities and assessments.
USNH Pressbooks. (n.d.). Interactive design tools using ADDIE.
Vanderbilt University Center for Teaching. (n.d.). Bloom’s Taxonomy.

Hello everyone! The UMass Lowell (UML) Center for Excellence in Learning & Teaching (CELT) team has curated several resources to provide useful information on the topic of ChatGPT and Artificial Intelligence use in the classroom.

AI in Classroom and Teaching

  • Chronicle of Higher Education article: Why We Should Normalize Open Disclosure of AI Use (August 2024)
    • As the fall semester begins, many professors are grappling with how to handle AI in their classrooms, with little guidance from their institutions. Without clear policies, students often face different rules in each course. To address this, the author suggests normalizing open disclosure of AI use in academic work, establishing trust, and setting consistent standards across campuses.
  • Higher Ed Dive: ChatGPT Can’t Teach Writing (Jan. 22, 2024)
  • Higher Ed Dive article: AI Quick Study Courses Launched by the Association of College and University Educators (ACUE) to Help Faculty Leverage Power of AI in the Classroom (Jan.18, 2024)
  • Chronicle of Higher Education article: How ChatGPT Could Help or Hurt Students With Disabilities (June 26, 2023)
  • Chat GPT could assist students with disabilities, especially those in need of accommodation. However, the downside of AI is that professors may have a fear of cheating and can make changes to assessments that could hurt students who struggle with oral or in-class exams.
  • Inside Higher Ed article: Professors Craft Courses on ChatGPT with ChatGPT (July 31, 2023)
    • “While some institutions are banning the use of the new AI tool, others are leaning into its use and offering courses dedicated solely to navigating the new technology.”
  • The Faculty Lounge: 4 Simple Ways to Integrate AI into Your Teaching (June 14, 2024)
    • This article highlights 4 ways in which educators can integrate AI into their teaching:
      • Ask students to critique AI’s output
      • Have students compare different AI tools and their features
      • Encourage students to use AI as a study buddy
      • Use AI to create low-stakes quizzes
  • OpenAI: Teaching with AI (Aug. 31, 2023)
    • Examples of how educators are using ChatGPT to accelerate student learning
      • Role playing challenging conversations
      • Building quizzes, tests, and lesson plans from curriculum materials
      • Reducing friction for non-English speakers
      • Teaching students about critical thinking
      • Several example prompts are listed in the article to help guide teachers
  • Forbes: Artificial Intelligence in Education: Teachers' Opinions On AI In The Classroom (June 6, 2024)
    • This article highlights how AI allows machines to perform tasks traditionally requiring human cognition and has become integral in everyday applications like virtual assistants and chatbots. In education, AI is being used in tools like AI-powered educational games, adaptive learning platforms, automated grading systems, student support chatbots, and intelligent tutoring systems. These tools aim to personalize learning and improve administrative efficiency.
  • Higher Ed Dive Article: Empowering Higher Education with Artificial Intelligence (May 6, 2024)
    • Colleges and universities are grappling with the need to modernize and ensure fairness. AI and Machine Learning (ML) can help by automating tasks and improving decision-making. Though not widely used yet, AI can make a big difference in research, admissions, and advising, boosting efficiency and student success if implemented thoughtfully and paired with staff training. 
  • Higher Ed Dive Article: Actionable Strategies for Integrating Artificial Intelligence in Classrooms (April 1, 2024)
  • Chronicle of Higher Ed article: How Can Higher Ed Adapt to the Challenges of AI (July 1, 2024)
    • AI has transformed our world, creating a digital reality as complex as the physical one. While AI brings incredible advancements, like in medicine and productivity, it also poses risks to our critical thinking, social fabric, and even our existence. Universities are uniquely positioned to help us navigate this AI-driven future by providing a comprehensive education that blends technical skills with ethical understanding, preparing students to adapt and thrive in an ever-changing digital landscape.
  • EdTech: Why Teaching Students How to Use Artificial Intelligence Could Make Them Employable Adults (April 16, 2024)
    • This article explores the need to teach K-12 students about AI to be better equipped for employment opportunities in adulthood.
    • Main points:
    • Without understanding AI, graduates rick becoming unemployable
    • How embracing AI can improve Critical Thinking in K-12
    • How schools can get started with AI today

AI and Academic Integrity

Student Perspectives on AI

Ethics and Policy Discussions

Partnerships and Collaborations

Miscellaneous Topics

  • Chronicle of Higher Education article: Your College’s New Marketing Campaign, With a Boost from AI (Jan. 22, 2024)
    • Colleges are increasingly using AI in marketing to keep up with the demands of modern communication, allowing them to generate content more quickly and efficiently. While AI offers powerful tools, like generating ideas and editing images, some marketers worry about its potential downsides, including job loss, reduced creativity, and ethical concerns. Despite these challenges, many believe AI will become essential in the evolving landscape of college marketing.
  • Chronicle of Higher Education article: The New Academic Arms Race (Jan. 19, 2024)
    • Colleges used to compete by building luxury dorms and amenities, but now the focus is on academic innovation, especially in using technology like AR/VR and AI in classrooms. As students and families increasingly value practical skills and credentials, institutions that embrace tech in education will stand out. The challenge for colleges is to make technology a central part of their academic mission, which could redefine their appeal and drive future demand.
  • Higher Ed Dive article: 7 higher education trends to watch in 2024 (Jan. 8, 2024)
    • Colleges will likely grapple with continued consolidation, the rise of artificial intelligence and more attacks on diversity, equity and inclusion.
  • Fast Company article: How to get the most out of ChatGPT in 2024 (Jan. 19, 2024)
    • This article details methods and frameworks that people can use to get the most useful responses from ChatGPT.
  • Higher Ed Dive article: How Will the Rise of AI in the Workplace Impact Liberal Arts Education? (July 8, 2024) 
  • EdSurge article: To Understand ChatGPT’s Impact on Higher Education, Think Like a Scientist (Jan. 5, 2024)
    • When a technological breakthrough creates a fog of confusion, rigorous research is the best way to illuminate the path forward
  • Government Technology article: Opinion: What is Higher Ed's Role in Providing Job Skills? (May 16, 2024)
    • Our daily lives and jobs are rapidly being transformed by AI, requiring us to develop both technical and soft skills to use it effectively. While AI offers significant economic benefits, it lacks the emotional intelligence that humans possess, so our ability to connect emotionally remains crucial. As AI reshapes various sectors, including education, higher education must adapt, training students in AI skills while also preparing for changes within its own workforce. 

  • UMass Lowell Syllabus Template (pdf). A sample syllabus that faculty can adapt to inform students’ first impression of what they can expect from the course and instructor. Faculty are not required to use this template. However, we hope that you find it helpful!
  • Equity-Minded Inquiry Syllabus Review (pdf). A resource on developing a syllabus that promotes equity in the classroom.
  • Student Absence Guidelines (pdf). Guidelines to help faculty answer questions on medical leaves and long absences in their classrooms!
  • Attendance: A great UML technology for helping you take attendance. It's fast and easy!
    • Go to uml.edu/attendance, log in and select your class. A big 4-digit code will display on your screen. Project this screen in class.
    • On their phones, your students go to the same web address URL, pick your class, and type in your code, and their attendance is recorded!
    • You can do this at the beginning of class, end of class, or randomly in the middle if you want to keep students on their toes. What's great is you get a report of who's attended but also who's registered but isn't attending. Learn more on the attendance app.
    • Report "never attended students": Log into the Academic Success Alerts Portal and report students who have never attended your class. An academic advisor will reach out to all students whom you report - checking in with them to give them support and find out what's going on.
  • UMass Lowell Testing Centers: The Testing Centers at UMass Lowell (UML) are here to provide a space where a student can take an exam in a controlled environment. We provide exam proctoring services to ensure that students receive the testing accommodations they are entitled to, in an organized and as stress-free a fashion as possible.
  • STARS: The UMass Lowell Behavioral Intervention Team: Do you have a disruptive student at your classroom? File a STARS report and get help from UMass Lowell’s professional and dedicated team who are ready to give you a hand!
  • Office of Disability Services: provides equal access by partnering with faculty members to remove barriers, promote diversity, implement universal design and strive for inclusion.
  • LinkedIn Learning: Earn professional development certificates or just take courses on over 16,000 "soft-skill" topics. Some of the videos are just under 10 minutes long, while others are full courses lasting several hours. These aren't specific to higher-ed, but some of these topics may be of interest. Bonus: these resources are available to all faculty, staff and students, so you may want to integrate them into your teaching if appropriate. Sign in to LinkedIn Learning with your UML credentials
    • Time management
    • Communication skills
    • Video editing
    • Decision making
    • Photoshop
  • Statement of Academic Integrity Template
  • Academic Integrity policy
The following guidelines and scenarios provide a starting point for anyone interested in Copyright information:
The answer to every copyright question is: it depends! There is no cut-and-dry answer that we can apply to every scenario. Rather, it is decided according to a framework that is periodically tested in the courts. Copyright was designed to encourage and protect creative expression, and at the same time, to provide robust opportunities for thoughtful re-use by others.
Here are some common scenarios involving copyright in higher education:
How do I know if using materials in the classroom is fair use?
Fair use is the right to re-use and contextualize copyrighted material, without paying a fee or requesting permission. Courts evaluate fair use according to four factors. There are robust protections for educational sharing, so if you want to share a copyrighted item in class, you are likely able to, according to U.S. Copyright law -- but you need a documented articulation of pedagogical need. 
The four factors are: 
  1. PURPOSE of Use (nonprofit, educational uses are generally favored over commercial uses) 
  2. NATURE of the Copyrighted Work (creative works like movies or songs, and previously unpublished works, generally receive more protections and make for a weaker fair use case) 
  3. AMOUNT of the Work used (a stronger fair use case occurs when you use as small an amount of the work as possible, for as short a time as possible) 
  4. EFFECT on the Market for or value of the work (a stronger fair use case occurs when you use material that is not easily available for purchase elsewhere)
What do we mean by a well-documented articulation of pedagogical need? You might wish to document that you are:
  • Sharing items only in a classroom, in person or online, only to people registered in that class 
  • Using items only for a specific and stated educational use
  • Using items in a TRANSFORMATIONAL way. Annotation, comparison, and criticism are all considered forms of transformation, in that you are not using the work for its original purpose, but transforming it into part of a larger argument.
  • Having no clear impact on the market. It is not a fair use to copy material for the sole reason of sparing students the expense of purchasing it through commercially available sources – but please contact the library so that we can explore low- or no-cost solutions together.
How can I use copyrighted material in course reserves, and support low- or no-cost course materials?
If you are linking to materials the library has already paid for, and already licensed, you have no problem. Links pointing to articles included in library-subscribed journals or ebooks can always be included in syllabi or BlackBoard sites, as just linking to items doesn’t create new copies, simply re-uses the already-posted material. 
For other materials that we don’t already own or license, and that you wish to copy in their entirety for students and/or to post in the learning management system, you’ll need to focus on and document pedagogical use and the four factors. For a fair use case, you’d describe a one-time use with limited and secure access, and document that you are reproducing only as much as is necessary for the pedagogical need. It's harder to make a fair use case for unpublished material, like a poem or painting.
Please keep in mind that this is a process; finding and evaluating content for use in your class, even with library help, is time consuming. On the plus side, once you have gone through the process, your materials will be available for many semesters to come and can be revised at any time.
Library staff can search in open access repositories for related content and submit to you for your evaluation. These sites include all types of learning objects, not just texts. We can also find quizzes and tests, illustrations, video and audio.
You can also consider the use of multi-user ebooks that the library can purchase. Library staff can make suggestions, or you may have titles in mind. Staff can determine whether, for reasons of cost and availability, it will be possible to purchase these.
The library can also buy print books which can be placed on Course Reserves, so that students can access the book via short-term loans. 
For more information, see the UMass Lowell University Library guide to copyright.
How does copyright and fair use affect my students’ own work? 
Students, like all creators, own the copyright to their original work. They have exclusive rights pertaining to its re-use, except in the case of someone else using it via fair use or if the students have assigned their copyright to another party. Writing a paper in a class for an instructor does not transfer the student’s copyright to the instructor. As creators of original works, students are allowed to use copyrighted materials to a limited extent under the fair use provision in the law. Applying the four factors of fair use to any potential use of copyrighted material is the best way to determine if a use is fair or infringing.

What is Culturally Responsive Pedagogy?

The following piece has been curated by Gloria Donkor, a current doctoral student in the Global Studies Program focusing on Sanitation, Sustainability and Community Development. Gloria is also a course instructor of contemporary African Politics at UMass Lowell. she is passionate about learning systems that recognize the impact of culture on fostering learning connections.

Culturally Responsive Pedagogy (CRP) occurs when educational instructors recognize, acknowledge, and accommodate their students’ diverse backgrounds to create an inclusive learning environment (Caingcoy, 2023). In the words of Hammond (2014):

Culturally responsive teaching is the educator’s ability to recognize students’ cultural displays of learning and meaning making and respond positively and constructively with teaching moves that use cultural >knowledge as a scaffold to connect what the students know to new concepts and content to promote effective information processing

All these definitions recognize that acknowledging the culture and diversity of students beyond the classroom is necessary for student success within the classroom. CRP appreciates the students’ lived experiences, no matter what form it takes, and provides a basis for which students can relate to whatever is being taught in class. This is very effective in student success as it helps the students to customize their learning journey to their own unique worldview. The term was popularized by Gloria Ladson-Billings, Ph.D.1 who in a quest to identify why some why some Black students were thriving in certain classes as opposed to others found that the instructors in the former group simultaneously valued the community the students and had high academic expectations of these students. According to Ladson-Billings there are three main components of culturally responsive pedagogy.

  1. Developing an inclusive and equitable focus on student learning and academic success
  2. Developing students’ and educator’s cultural competence to progress awareness and sensitivity about cultural diversity within the classroom.
  3. Supporting students to critically examine social and cultural issues to empower them to challenge inequalities and advocate for social justice.

Why Is Culturally Responsive Pedagogy Important

Culturally Responsive Pedagogy aids students to situate their academic knowledge and skills within their lived experiences. This in turn makes the lessons more personally meaningful and appealing, facilitating easier and more thorough learning (Gay, 2013). Subsequently, it helps to empower linguistically, racially, and ethnically diverse students who may probably otherwise have been sidelined or felt ignored. For many instructors, the way they teach and communicate may be directly linked to their own culture and experiences. However, as Taylor & Sobel (2011) point out, teachers are social and cultural transmitters. As such, being mindful of a culturally responsive pedagogy also prepares students to interact with the diverse traditions and cultures that they are bound to experience both within and outside the classroom, especially within this rapidly globalizing world. Consequently, it has the dual benefits of not just student academic success but also upholding cultural integrity (Gay, 2013; Han et al., 2014). This is particularly vital right here at the University of Massachusetts Lowell, as diversity statistics2 show.

In addition, foreign-born persons make up 28.7% of the city of Lowell MA’s population, with English-only speaking populations making up 51.2% of households. The remaining households are spread across Spanish (13.7%), Asian & Pacific Islander languages (19.9%), other Indo-European languages (12.3%) and other languages (2.8%) (Census.Gov, 2023; United States Census Bureau). This makes a CRP approach reflective of the university’s commitment to its student success as well as strengthening its partnership with the city of Lowell, MA. As a designated Minority Serving Institution and four-time recipient of the Higher Education Excellence in Diversity (HEED) Award, promoting CRP, is a true reflection of UMass Lowell values.

How to Integrate Culturally Responsive Pedagogy

An effective first step is to recognize and acknowledge the cultural differences in the classroom. As the well-known definition reads, “Culture is the way of life of a group of people”. This encompasses material and non-material exhibitions including but not limited to language, religion, cuisine, art, dress, music, and social behavior. According to the Drexel University School of Education: cultural diversity in the classroom extends to race, ethnicity, religion, sexual orientation, socioeconomic status, and gender identity.

Rather than seeing these differences as challenges, especially when they are very different from the instructor’s, it is helpful to look at these differences as opportunities to make learning materials and resources familiar to students. Therefore, instructors must consider these differences as assets for guiding their curriculum, classroom climate, and instructional strategies (Teel & Obidah, 2008).

Instructors must be intentional about knowing their students well. This is by showing interest in and actively learning about the communities the students come from. Here at UMass Lowell, the Office of Multicultural Affairs is a great resource that instructors can use to bridge gaps in learning about the diversity of the UMass Lowell student population. Moreover, the city of Lowell’s cosmopolitan demographic affords instructors additional opportunities to learn about the diverse communities and cultures represented on campus. For instance, the Cambodian Mutual Assistance Association and African Community Center in Lowell often host events for cultural education and promotion. These resources help to provide materials connecting classroom topics and discussions to real-world activities that are important to students, right here on our campus.

Additionally, instructors must also strive to maintain consistent communication with students. Scheduling one-on-one meetings or regularly reminding students that you are open to hearing about their challenges or feedback within the classroom indicates open doors for students. Instructors come across as welcoming and accommodating to prevent their culturally responsive initiatives coming across as performative. Furthermore, constant, and open communication is vital as people sometimes have more fluid relationships with their identities (Will & Najarro, 2022). Culture itself is dynamic, evolving due to social changes, generational shifts, cultural contacts, and even through the proliferation of media and technology. Maintaining constant and effective communication with students helps instructors to be mindful of these.

Finally, it is important to recognize what Culturally Responsive Pedagogy (CRP) is not. As Dr. Ladson Billings points, out, CRP stresses on inclusive and equitable students’ success. As such, culturally responsive instructors must focus on the academic success of all their students, implementing all their cultural diversity for learning blocks in the classroom. Likewise, culturally responsive pedagogy must not stress only one cultural identity. The National Equity Project admonishes that instructors must not confuse race and culture as the same. Neither should they adapt CRP to be one that is about motivating only students of color. Rather Culturally Responsive Pedagogy should be used as a bridge between home and school life affirming students’ history and culture and thus centers their voices in all lessons and classroom experiences.

Considering the current changes to Diversity, Equity, and Inclusion (DEI) policies across the United States, instructors must strive to apply Culturally Responsive Pedagogy in the right ways as at its core, it does drive all students to be work-ready, life-ready, and world-ready.

A Reflection of Culturally Responsive Pedagogy Methods from Cecilia Idika-Kalu

“To me, cultural pedagogy is an approach that accounts for diverse backgrounds, cultures, and contexts. The questions I ask myself are: How do we design this? What are the different expressions of this pedagogy? How can it be evaluated given the diversity of cultures? How can evaluation be effective in ensuring learning?

Understanding may not be uniform, but it can still be effective. Uniformity is not necessarily a marker of productivity or impact.

First, we need to establish cultural pedagogy beginning with the syllabus. The syllabus is a critical tool that provides students with a clear understanding of what is required and what their expectations should be. It should clearly state that regardless of background, everyone's perspective is important and will be respected. Effective communication in the syllabus is essential, and it should explicitly state that disrespect for any culture will not be tolerated.

Cultural humility is a critical aspect of this pedagogy. We must avoid assuming knowledge and instead ask questions and encourage students to express their points of view. This applies even if we share the same cultural background as the student. Understanding each student individually allows us to tailor the learning experience to their needs. For certain topics, storytelling might be more effective depending on the students' backgrounds. We should be willing to adjust teaching methods, using tools like PowerPoints in a more narrative way to make content engaging and accessible.

Evaluation is another critical aspect. Equitably evaluating learning outcomes involves using various methods that cater to different students' strengths. Some students may prefer creating physical models, writing essays, developing documentary projects, or participating in verbal evaluations like interviews. The evaluation methods should accommodate these preferences to ensure that all students can demonstrate their learning effectively.

Additionally, it's important to recognize that cultural contexts vary not only geographically but also by age and life stage. Mature learners have different cultural contexts, lifestyles, and expectations compared to younger students. Being aware of these differences and incorporating them into our teaching methods is crucial for effective learning.

In summary, cultural pedagogy requires designing inclusive syllabi, practicing cultural humility, using varied and engaging teaching methods, and employing diverse evaluation techniques. By doing so, we can create a learning environment that respects and values all students' backgrounds and promotes effective learning.”

Further Resources

  1. Success Stories of Culturally Responsive teaching Stories:
    1. “The Journey of a Culturally Responsive Teacher Educator” - Kevin Cataldo
    2. “Empowering Personal Narratives that Highlight Culturally Engaging Campus Environments for Student Success” - Desmond Doulatram and Robert Bachini, Ph.D.
  2. Becoming Culturally Responsive Educators: Rethinking Teacher education Pedagogy, Kea et al., (2006)

References

Welcome Video

This collection provides a starting point for anyone interested in Curriculum Mapping, an activity that can help faculty discuss, assess, improve, maintain, or change a program's curriculum... and other purposes as well.

My favorite resource for curriculum mapping:
This toolkit from the National Institute for Learning Outcomes Assessment has a simple description of the process and terrific guiding questions for discussing both curricular and co-curricular outcomes.

This is the short version of the CELT workshop Intro to Curriculum Mapping, which focuses on why you might want to try this technique.

For more info or to ask for help, email CELT@uml.edu.

Sample Curriculum Protocol

Use the following sample curriculum mapping protocol in conjunction with the sample curriculum map (Excel).

For Further Reading:

This collection is a starting point for highlighting a general approach to creating multiple ways for students to demonstrate learning. Two videos will walk you through everything you need to know about the topic. Start with the introductory video to have a general overview of the topic then hop onto the next video to dive deeper into more focused areas of this topic.

Video 1: Introduction to Multiple Ways to demonstrate Learning
0:00 – How I understand “multiple ways to demonstrate learning”
2:01 – General approach to creating multiple ways for students to demonstrate learning
4:30 – Introducing the collection’s shared readings

Video 2: Discussion on Method and Example Course

0:00 – Quick review of material from Collection Introduction video
2:33 – Applying backwards design to facilitate multiple ways of demonstrating learning
5:52 – Some caveats to consider
9:58 – Advantages to this approach to course / project design
11:33 – Disadvantages to this approach to course / project design
14:50 – Applying this approach to an example course (English 3690)
20:39 – Tips & advice for implementing this approach to other courses
24:28 – Sample project timelines (student-sourced projects & client-sourced projects)
29:20 – Answers to some anticipated questions


Sample Tools to Support Multiple Ways of Learning

Here is the sample syllabus and class final project discussed in the videos above to illustrate how multiple modes of inquiry and learning can be supported throughout the semester.

For Further Reading:

This collection provides resources for using backwards design to support multiple ways of demonstrating learning. The techniques discussed here are useful for developing projects that will ask students both to explain how they understand a course’s learning outcomes and to develop a plan (with your help) to demonstrate mastery over those outcomes that fits their own academic & professional interests.

Introduction to Active Learning

Have you ever sat through a lecture and felt your attention drifting? At the Center for Excellence in Learning and Teaching (CELT), we are dedicated to equipping faculty with innovative strategies to enhance student engagement and success. This guide on active learning is crafted with the goal of empowering you with practical, research-backed techniques to transform your teaching practices.

Active learning aims to change that experience by engaging students in meaningful activities and discussions, allowing them to take control of their learning. Rather than just absorbing information passively, students become active participants, engaging in discussions, problem-solving tasks, case studies, role plays, group work, and hands-on activities. Imagine a classroom where students are energized and deeply involved in their learning journey—that's the power of active learning!

Benefits of Active Learning

Why is active learning so effective? Research tells us that students retain information much better when they actively engage in the learning process. Think about it: when students analyze, evaluate, and synthesize information, they forge a deeper connection to the material. Plus, collaborative activities promote teamwork and communication skills, which are essential in today’s world. Have you noticed that students often seem more motivated and engaged during interactive activities? This motivation can lead to better academic outcomes! Active learning also provides immediate feedback, allowing instructors to assess understanding in real-time and adjust their teaching methods as needed.

Effective Strategies for Implementing Active Learning

There are many creative strategies to implement active learning in your classroom. Let’s explore a few that can energize your teaching!

Think-Pair-Share

Think-Pair-Share is a simple yet powerful technique used to engage students in critical thinking and discussion. In this method, students are first presented with a question or problem and are asked to reflect on it individually ("think"). This phase encourages independent thinking and gives students time to form their own opinions. After the thinking phase, students pair up with a classmate to discuss their thoughts ("pair"). This interaction allows them to compare ideas, clarify misunderstandings, and build on each other’s insights. Finally, pairs share their conclusions with the larger class ("share"). This step fosters a broader class-wide discussion and enables students to present different perspectives, encouraging collaborative learning. The method is effective in breaking up lectures, ensuring student participation, and providing immediate feedback on student comprehension.

Small Group Discussions

Small Group Discussions are another widely used active learning strategy, which allows students to collaborate and engage with the material more deeply. In this setting, students are divided into small groups, usually of four to six members, and given a problem or topic to discuss. Each group can tackle the issue from different angles, drawing on diverse perspectives to come up with a solution or insight. Have you noticed how peer explanations often enhance understanding? This method encourages peer learning, as students often benefit from explaining concepts to one another. Small group discussions also help to create a sense of community in the classroom and are particularly effective in promoting collaboration and communication skills. As the instructor, you can circulate among groups, offering guidance and assessing their depth of understanding—an excellent opportunity for real-time feedback!

Case-Based Learning

What if you could bring real-world problems into your classroom? Case-Based Learning involves presenting students with real-world scenarios or problems that require them to apply theoretical knowledge to solve practical issues. These cases are often drawn from real events, making the learning experience more relatable and grounded in reality. Students analyze the case, identify the problem, and work towards a solution by applying concepts learned in class. This method is particularly effective in disciplines such as law, medicine, business, and social sciences, where students need to develop critical thinking and decision-making skills. Case-based learning encourages students to think deeply about complex issues, consider multiple perspectives, and come to reasoned conclusions. It also mirrors the kinds of problems they will face in their professional careers, making the learning experience more applicable.

Interactive Simulations

Interactive Simulations take the concept of case-based learning a step further by using technology to create dynamic, real-time scenarios that students can interact with. In a simulation, students are placed in a controlled environment where they can practice skills or test theories without the risk of real-world consequences. This approach is especially useful in fields like engineering, healthcare, and the natural sciences. For example, a medical simulation might allow students to diagnose and treat a virtual patient, while an engineering simulation could involve designing and testing a virtual structure. Simulations provide a safe environment for students to apply their knowledge and learn from their mistakes. Isn’t it exciting to think about how technology can enhance student engagement?

Polling Tools and Clickers

Polling Tools and Clickers offer a way to engage students during lectures and check their understanding in real time. By posing questions during class and allowing students to respond via clickers or mobile polling apps, you can check their understanding in real-time. This allows the instructor to see whether the class is grasping key concepts or if certain topics need further clarification. Polling can be used to spark discussions, encourage participation from all students (including those who may be hesitant to speak up), and make lectures more interactive. It also gives students a sense of how their peers are thinking, which can lead to deeper reflection on their own responses.

The Flipped Classroom

In the Flipped Classroom model, traditional lecture content is delivered outside of class—through videos or readings—while class time is reserved for active learning activities. In a flipped classroom, students are expected to review the content on their own before coming to class. When they arrive, they participate in activities that require them to apply the knowledge they’ve learned, such as problem-solving, discussions, or group projects. This method allows students to engage with the material at their own pace outside of class and use class time more productively for hands-on learning. As an instructor, you transition into the role of a facilitator, guiding students through complex concepts in real time. How could this method transform your teaching?

Implementation Tips for Active Learning

For educators looking to start implementing active learning, begin with simple techniques like class discussions or problem-solving exercises before gradually incorporating more complex activities. Technology can also play a significant role in active learning, with tools like online polling systems, collaboration platforms, and discussion boards providing new opportunities for student engagement. Don’t forget to foster a safe, open environment where students feel comfortable sharing their ideas. Setting clear expectations and learning outcomes helps students understand their roles and responsibilities in the active learning process, ensuring that they are fully engaged and understand the purpose of the activities. Whether teaching a large lecture hall or a small seminar, active learning strategies can be adapted to fit the classroom size. Small groups or paired activities work well in large classes, while whole-class discussions may be more appropriate in smaller settings.

Active Learning in Online and Hybrid Courses

In online or hybrid courses, active learning can be effectively integrated through the use of discussion boards, collaborative documents, peer reviews, and breakout room activities. Interactive media, such as videos and simulations, can enhance the online learning experience. Many learning management systems offer tools like quizzes, forums, and group workspaces to facilitate active learning in a virtual environment.

Evidence of Effectiveness

Wondering if active learning really works? A study by Freeman et al. (2014) found that it reduces failure rates in STEM courses by 33%. Students in active learning environments consistently outperform their peers in traditional lecture-based classrooms.  This evidence highlights the importance of incorporating active learning strategies into educational settings to promote student success.

Conclusion

In summary, active learning is a powerful pedagogical approach that fosters engagement, critical thinking, collaboration, and deeper understanding. By integrating active learning strategies into the classroom, whether in-person or online, educators can create a dynamic and interactive learning environment that encourages students to take ownership of their education.

References

Center for Educational Innovation, University of Minnesota. (n.d.). Active Learning. Retrieved from https://cei.umn.edu/active-learning 
Freeman, S., et al. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415. https://doi.org/10.1073/pnas.1319030111 
Center for Teaching and Learning, University of Washington. (n.d.). Active Learning Strategies. Retrieved from https://www.washington.edu/teaching/topics/engaging-students-in-learning/active-learning-strategies/ 
Stony Brook University Center for Excellence in Learning and Teaching. (n.d.). Active Learning Activities. Retrieved from https://www.stonybrook.edu/celt/design-teach/active-learning/active-learning-activities?accordion=content-d19e217 
Vanderbilt University Center for Teaching. (n.d.). Active Learning. Retrieved from https://cft.vanderbilt.edu/active-learning/ 
Bonwell, C. C., & Eison, J. A. (1991). Active Learning: Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report No. 1. Washington, D.C.: The George Washington University.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x 

Hello everyone! My name is Sohana Hasan. I am an English major at UMass Lowell and an intern for the Center for Excelence in Learning and Teaching (CELT). Since I am now in my Junior year, I am using this internship to explore why students become disengaged in a course and — more importantly — what professors can do to re-engage them with the course content. This curation of resources explores some key strategies for you to make your course relevant to your students, as well as tips for teaching large classes and increasing engagement in your lectures.

Making Course Content Relevant to Students

In Breadth of Knowledge classes — and even in major-specific courses — some students won’t see why your class is relevant to them. Since this leads to disengagement, how can you develop course modules that feel relevant to all of your students? This curation explores strategies for capitalizing on existing student interests to make your course feel relevant and significant in the lives of all your students.
  • Now more than ever, students value learning that connects course material to their personal interests and motivations. This article describes why—and better yet, gives two easy strategies for how—you can help students value your course’s content, even when it’s outside their major: Facilitating Connections Between Course Content and Students' Lives.
  • Do you want to build community in the classroom? Or create a space for students to engage and interact with your content? The seven tips in this article offer avenues for shaping the delivery of your course’s content. These short, practical recommendations explore strategies for establishing the relevance of your content and structuring your lecture and assignments for maximum impact: Engaging Students on the First Day and Every Day.
  • How can you invite peer-to-peer collaboration without losing control over your class? Collaborative learning is a technique that opens the door to endless classroom and real-world learning opportunities. Professors from any discipline can implement these strategies, creating a myriad of ways to encourage students to collaborate and support each other: Collaborative Learning | Center for Teaching Innovation.
  • Academic Sources:
    • As an English or Humanities professor, how can you show your students the relevance of older literature? This professor proposes strategies for sparking students’ creativity by connecting popular music with historical literary works. Though this professor specifically explores music and literature, their strategies may be adapted to any discipline. Access granted through the UML Library Database: Why I teach a course connecting Taylor Swift's songs to the works of Shakespeare, Hitchcock and Plath.
    • Want to help students understand the relevance of science in their lives? This professor proposes strategies for using hip-hop music and culture to create a more involved student understanding of science. Particularly useful for breadth of knowledge courses, this link is valuable for any professor looking for new ideas to encourage student engagement: Using hip-hop in the classroom to build a better understanding of science.
Further Reading:
  • How can you foster problem-solving skills and peer collaboration in your classrooms? Problem-based learning allows students to collaborate and solve an open-ended problem using concepts learned in class. Easily implemented and known to increase student engagement, this can be an intriguing approach for restructuring group projects: Problem-Based Learning | Center for Teaching Innovation

Teaching a Large-Enrollment Class

Teaching a larger class can create an environment where students feel anonymous and insignificant. Many larger classes are introductory courses, further adding to feelings of isolation and confusion. How can you create a sense of community in a large class, while also retaining structure and uniformity in your teaching style? This curation proposes strategies for instructing a large-enrollment class, exploring practical considerations, strategic teaching and community-building tips alike.
  • How can you support student learning and build community in a large classroom? This resource explores how to build a classroom community and facilitate effective learning in a larger classroom. It also considers the logistics of teaching large-enrollment courses: Large Classes: Teaching Tips.
  • How can you reduce student anonymity and employ active learning strategies in larger classes? This article explores common drawbacks to large class sizes and offers practical tips for overcoming them by supporting students’ learning in a larger class: Teaching Large Classes.
  • Active learning, engagement, and strategic teaching — this article explores realistic strategies so you can manage and instruct large classes more effectively. It considers the unique challenges of larger classes and proposes six practical solutions: Considerations for Large Lecture Classes | Center for Teaching & Learning.
Further Reading: 
Curious for more? Want to dig a little deeper? Here are some longer, more in-depth resources for instructing a large class.
  • How can you individualize teaching without creating an impossible workload for yourself? This article explores how assigning preparatory notes for students in larger classes can individualize their learning. Rather than large or implausible, this article breaks down the concept into plausible, implementable chunks: Preparatory Notes as a Way to Individualize Teaching and Learning

Increasing Student Engagement in Lecture-based Classes

Increased student engagement is always possible, even in a lecture! Rather than drastically changing your class structure, making smaller changes to the format and presentation of a lecture can encourage your students’ engagement in your course. This curation proposes strategies like physical presence, visual aids and outlining to allow stronger student engagement in your lectures.

  • How can minute changes to your lecture-style classes increase student engagement? These bullet-points explore practical strategies like outlining, transitioning and effectively reading the room. With these small, simple changes, your students can interact more thoroughly with the course material: Making Your Lectures Interactive Tip Sheet.
  • How can you capitalize on visual aids, your physical presence and student engagement to create an interactive lecture? This source from Vanderbilt University explores strategies for maximizing your available resources to create an engaging lecture: Lecturing | Center for Teaching.
  • Perhaps you’re interested in lectures that encourage student participation and engagement. How might you do that without sacrificing content? These twenty tips from Harvard University offer strategies for a more facilitating, participatory learning environment: Twenty Ways to Make Lectures More Participatory.

Further Reading: 

  • Professors at universities throughout the world have wrestled with the unique endeavor of educating college students. This crowdsource-style resource offers short, informational articles about engaging students in your lectures and includes tips from professors in all disciplines across the world. This is a little longer than the others, but absolutely worth the read. You might not agree with every tip, but they’re a different perspective offered by other experienced professors: Top tips on how to make your lectures interesting.
  • Not all lectures are made equal! How can you elevate your lecture-based course without sacrificing your content? This resource provides strategies for seamlessly fitting active learning techniques into your current lecturing format. Presenting a conceptual framework and specific, practical tips for implementation, this is a wonderful source for gaining inspiration: Making Lectures More Active

Hello everyone! The UMass Lowell (UML) Center for Excellence in Learning & Teaching (CELT) team has curated several resources to provide useful information on the topic of “Gen Z” and Post-Pandemic students. The resources will give insight to how “today’s students” navigate life and higher education in a fast and ever-changing world.

While the Gen Z population is sometimes called the post-millennial generation, there are some key differences that set Gen Z apart from the one that precedes it. Those differences have implications for the way they learn, develop and function in the classroom. That can be intimidating for teachers who may be new to working with Generation Z.

Resources:

Hanover Research: Engaging and Recruiting Gen Z Students in Higher Education (March 15, 2024) 

USA Facts: How has COVID-19 impacted Gen Z's education? (April 4, 2024)

BCG: What Gen Z Thinks About AI in Higher Ed (Jan. 10, 2024)

Higher Ed Dive: Some employers are wary of Gen Z workers. What can colleges do? (Feb. 26, 2024)

Forbes: Higher Education Is Worth It, But Colleges Must Do More For Their Grads (August 26, 2024)

Agital: Today's Students Website

Inside Higher Ed: Today’s Students Expect More. Are You Listening? (July 3, 2024)

Diverse Education: Today’s College Students Aren’t Who You Think They Are. Institutions Must Rethink How They Serve Them (April 18, 2024)

Chronicle of Higher Education article: Gen Z Is Ready to Talk. Are Professors Ready to Listen? (Sept. 18, 2023)

  • “How a successful gen-ed program is using the humanities to reach this very different generation of students.”
  • The gen-ed program is the Cornerstone Integrated Liberal Arts program at Purdue University

Inside Higher Ed article: The New Plague on Campus: Loneliness (Nov. 8, 2023)

  • Post-pandemic, students have been found to be experiencing loneliness

Inside Higher Ed article: What Today’s College Students Need (Nov. 16, 2022)

  • Now, a majority of undergraduates are "non-traditional"
  • Main points in article:
    • Our students have changed, but our institutions have not adapted sufficiently to this reality
    • Campuses need to offer more of the kinds of courses and learning experiences that today’s students need
    • Colleges and universities could do more to better prepare students for postgraduation life

Inside Higher Ed article: Gen Z’s Distrust in Higher Ed a ‘Red Flag’ (Aug. 11, 2022)

  • Now, a majority of undergraduates are non-traditional
  • Main points in article:
    • Our students have changed, but our institutions have not adapted sufficiently to this reality
    • Campuses need to offer more of the kinds of courses and learning experiences that today’s students need
    • Colleges and universities could do more to better prepare students for postgraduation life

Inside Higher Ed article: Generations and Tomorrow’s Gen Z Academic Workforce (June 20, 2023)

  • This article explains how Jean M. Twenge’s new book, Generations, can help institutions design structures and a culture that will attract and retain the Gen Z demography, both faculty and staff

Inside Higher Ed article: Why Does Gen Z Seem Especially Vulnerable to Stress, Anxiety, Trauma and Depression? (July 14, 2023)

  • How colleges can better prepare students for the realities of today’s adulthood.

Inside Higher Ed article: Report: Gen Z Open to Nontraditional Education (June 24, 2020)

  • According to a new study, Gen Z students are more interested in alternative routes to the traditional 4-year degree, although they still believe in the importance of higher education. This is telling of their resilience and resoluteness in their drive to create unique and personalized educational pathways.

Education Advisory Board (EAB) article: Content Strategy by Generation: 6 Insights from our Surveys of 22,000 Students. (Jan. 26, 2024)

The 6 insights:

  1. Web-based sources are the primary resources for Gen Z and Millennials
  2. Gen Z is passion-focused
  3. Gen P [Pandemic] is using "traditional" sources more frequently
  4. Gen P and Gen Z are more reliant on personal sources than Millennials
  5. YouTube and Instagram are ubiquitous
  6. Good web design matters, no matter the generation

Mid-Semester Surveys:

The Why, When, How and What

Greetings! I’m Romy Guthier, a tenure-track faculty member in the Department of Physics and Applied Physics at UMass Lowell (UML). Over time, I’ve found mid-semester surveys to be an incredibly valuable tool. They allow me to gauge whether my teaching aligns with student expectations, maintains an appropriate pace, covers relevant content, and fosters engagement. Based on my positive experiences, I wholeheartedly recommend incorporating mid-semester surveys into your teaching practices. Here is my why, when, how, and what.

Why?

Mid-semester surveys serve as a valuable tool for assessing student learning and evaluating teaching practices (Diamond2004; Sozer2019). The benefits include:

  • Timely Feedback: Mid-semester surveys provide early insights, allowing adjustments during the course to enhance learning.
  • Student Engagement: Encourage active student participation
  • Course Improvement: Helps instructors modify teaching strategies and adapt content to meet student’s needs.

When?

I recommend giving students one week to complete the survey, ideally when they have the most time to complete it – that is during the breaks:

  • Fall semester: Thanksgiving break
  • Spring semester: Spring recess

How?

Survey tools supported by UMass Lowell are Qualtrics and Blackboard. Detailed information on how to build and deploy surveys as well as sample surveys can be found on their mid-semester survey website, which can be found on the On-Campus Blackboard / Mid-Semester Surveys page.

If you do have any questions about this or need more information, email: bbhelp@uml.edu. They are doing an amazing job.

What?

Which questions to include in your survey will depend on the information you are seeking. For general guidance, I recommend questions from the following fields:

  • How the students experience the class.
  • How students prepare for class and rework course material after class.
  • How much time students spend preparing for class, homework/essays, and reworking material after class.
  • What students would like to change in class and what students would like to keep.

General Tips

Designing the survey:
  • The type of questions will likely need to be adjusted according to class size. In general, the larger the class, the more Likert scale questions. The smaller the class, the more open-ended questions can be asked.
  • Match every negative question with a positive question, e.g., What is the best part of the lecture so far? And What is the least useful part of the lecture so far?
Announcing the survey:
  • In class
    • Explain to students why the mid-semester survey is conducted. Making the point that you would like to ensure the lecture addresses their needs will increase the chance they will complete the survey. At the end, it is also a time commitment for them.
    • Explain to students that you will not be able to address and implement all suggested changes. Pointing out that you are bound by the course content, accreditation standards, if applicable, and that sheer not all topics can be covered because of time limitation and/or for didactic reasons will give the students important clarification and help them balancing their expectations.
    • Explain to students that you will discuss the aggregated results in class.
  • Via email (direct email or announcement through Blackboard)
    • Send out a survey announcement to all students electronically to ensure it will reach everyone, even if a student was missing the class on the day of in-class announcements.
After conducting the survey:
  • Review the aggregated results with the students, e.g., the majority of students feel the pace of this course being too fast.
  • If somehow possible, implement at least one point of feedback immediately. E.g. if students suggested reviewing homework during class, consider spending a few minutes reviewing the last homework during the class when presenting the survey results. By doing so students see the impact they had on the lecture by completing the survey – and by seeing changes being implemented will be more understanding if other parts may not be changed.

Final Thoughts

  • Be open about what the students may say. It may be positive feedback, or it may be negative feedback.
  • Faculty who are candidates in the promotion and tenure process should be sure to discuss their mid-semester feedback process in their narrative, particularly if they have examples of when that feedback led them to change something in their approach to teaching.  They can also include mid-semester surveys in their supplemental materials.
  • As a starting point, here is my mid-semester survey, which you could adapt.

Additional Resources

We encourage you to explore these resources to enhance your midterm evaluation practices and leverage student feedback to promote continuous improvement in teaching and learning.

  1. "Midterm Evaluation Strategies" by the University of Michigan Center for Research on Learning and Teaching (CRLT)
    1. Link: Center for Research on Learning & Teaching, University of Michigan: Midterm Student Feedback
    2. Description: Explore strategies for designing midterm evaluation surveys, including sample questions and considerations for soliciting actionable feedback from students.
  2. "Midterm Evaluation Form Examples" by the University of California, Berkeley Center for Teaching and Learning
    1. Link:University of California, Berkeley: Teaching Resources Sample Midterm Evaluations
    2. Description: Access sample midterm evaluation forms and questions that can be adapted for your courses, including both open-ended and Likert scale questions to gather qualitative and quantitative feedback.
  3. "Using Mid-Semester Student Feedback" by Rice University Center for Teaching Excellence
    1. Link: Center for Teaching Excellence, Rice University: Responding to Student Feedback: An Opportunity to Make Our Teaching Visible
    2. Description: Discover strategies for effectively gathering mid-semester feedback from students, including tips for creating a supportive feedback environment and incorporating student input into teaching practices.
  4. "Midterm Evaluation Toolkit" by Vanderbilt University Center for Teaching
    1. Link: Center for Teaching, Vanderbilt University: Soliciting and Utilizing Mid-Semester Feedback
    2. Description: Access a toolkit that provides resources and guidelines for conducting midterm evaluations, including sample survey questions, communication templates, and strategies for analyzing feedback.
  • Diamond, Miriam Rosalyn. "The usefulness of structured mid-term feedback as a catalyst for change in higher education classes." Active Learning in Higher Education 5.3 (2004): 217-231.

  • Sozer, E. Murat, Zuhal Zeybekoglu, and Mustafa Kaya. "Using mid-semester course evaluation as a feedback tool for improving learning and teaching in higher education." Assessment & Evaluation in Higher Education (2019).

Hello! I’m Qinglong Diep, an undergraduate intern for CELT. As a student about to graduate, I have received really helpful feedback on some assignments that has helped me develop my abilities. The faculty feedback that has helped me the most gave me the opportunity to and direct guidance I needed to improve.
In this collection, I have curated some items to provide you a starting point with giving students useful feedback, especially on different genres of assignment.

General Information

Projects

Essays

Lab Reports

Quizzes, Exams and Other Formative Assessments

Hello everyone! The UMass Lowell (UML) Center for Excellence in Learning & Teaching (CELT) team has curated several resources to provide useful information on the topic of Cost of Textbooks, OER, and Course Materials. 

Inside Higher Ed article: Academic Success Tip: Promoting Affordable Course Materials (Jan. 5, 2024)

  • Gettysburg College librarians are spearheading efforts to lower out-of-pocket course materials costs for learners by organizing faculty workshops and student surveys
  • After the pandemic, Portland Community College and many other community colleges have become heavily reliant on technology for online learning, which has strained their infrastructure, especially with issues like unreliable Wi-Fi on campus. Despite fewer students being physically on campus, the demand for online courses and digital resources has skyrocketed, making it essential for colleges to invest in technology to keep up with student needs, though this comes with significant financial and logistical challenges.
Chronicle of Higher Education article: A Congressional Attempt to Cut College Costs (Jan. 22, 2024)
  • Congresswoman Virginia Foxx recently introduced the College Cost Reduction Act, aiming to lower the cost of college for students and families. The bill focuses on improving transparency around college costs, expanding financial aid through the Pell Grant, and holding colleges accountable for student debt. While the bill has some promising aspects, like better financial aid information and increased Pell Grants, it has limitations and needs adjustments to be truly effective.
  • Almost all students are responsible for funding some or all of their course materials
  • Preferences are mixed on digital versus print
  • Almost all students try to reduce materials costs (sharing with classmates, free online versions, buying only the chapters needed, renting digital copy)
  • Materials costs impact students’ academic choices
  • Most students worry about course materials costs
Inside Higher Ed article: Going to College While Going Without (Sept. 27, 2023)
  • A new report says a majority of California community college students are struggling to meet their basic needs. Some students are even skipping meals or eating less than they need.
Inside Higher Ed article: Professor Writes Open-Access Textbook to Promote Affordability (Sept. 20, 2023)
  • Accounting professor Patty Goedl (University of Cincinnati at Clermont) created her own open-source textbook to make her course more affordable and increase the availability of free educational materials.
Inside Higher Ed article: University Says It Won’t Charge for Textbooks. Professors Ask How (August 29, 2023) 
  • “West Texas A&M's Faculty Senate voted no confidence in its president last spring, partly for his talk of a “textbook-free” campus. Now he's doubling down” 
Higher Ed Dive article: 5 Surprising Facts About Course Material Affordability (Oct. 23, 2023)
  • Faculty want, need and deserve to focus on teaching 
  • Faculty want their students to succeed and they’re doing what it takes to help them 
  • Students are making financial tradeoffs they shouldn’t have to make  
  • The cost of course materials and student success go hand-in-hand 
  • Nothing compares to listening to students and educators 
Higher Ed Dive article: Use open educational resources to hit DEI goals, AAC&U says (April 20, 2023)
  • Colleges can use open educational resources (OER) to support their diversity, equity, and inclusion goals by making course materials more affordable and inclusive. These resources can be tailored to reflect diverse backgrounds and perspectives, helping students see themselves in their studies. However, the report also highlights the need to ensure equitable access to digital materials and consider the needs of students who require physical copies
The Quinnipiac Chronicle article: School is Expensive, Textbooks Shouldn't Be (Jan. 31, 2023)
  • Textbooks are outrageously expensive, adding to the already high cost of college, and students often struggle to afford them. Despite the financial burden, universities continue to profit from selling these materials, leaving students to either pay up, risk their grades, or turn to piracy. If textbooks are essential for education, colleges should provide them for free, ensuring all students have access to the resources they need to succeed.

Making Office Hours and Emails Work for You and Your Students

Office hours and email communication are fundamental ways to connect with students, but not all students know how to use them effectively. This is especially true for international students, first-generation college students and those new to academic culture. A little guidance can go a long way in creating a welcoming and productive environment.

What Are Office Hours?

Office hours are designated times when students can drop by (or schedule a meeting) to ask questions, discuss course material, or seek advice. While it may seem obvious to seasoned faculty, many students, especially those unfamiliar with the concept, might think office hours are only for emergencies or “top” students, or feel hesitant or unsure about what to say during a visit.

How to help students understand office hours:

  • Be clear in your syllabus and in class. Explain what office hours are for and give examples: "You can come to talk about assignments, clarify lecture content, or just discuss your academic goals." You can add a section to your syllabus titled “What to Expect in Office Hours.”
  • Use inclusive language. Say, "Office hours are a space for everyone, not just if you're struggling."
  • Offer flexibility. Consider virtual options or scheduling by appointment for students with conflicting schedules.

Teaching Students About Email Etiquette

Many students, particularly those newer to higher education, may not know the expected norms for academic email communication. This can lead to overly informal messages or hesitancy in reaching out.
You can share these tips with students:
  1. Encourage students to address you with "Dear Professor [Last Name]" or "Hello Dr. [Last Name]" unless you've indicated otherwise.
  2. Suggest that they mention the course name or topic in the subject line and include clear questions or requests in the body.
  3. Remind students to include their full name and, if relevant, their student ID.
To make students feel more comfortable with writing academic emails, you can model good email communication for them by providing a template or example email in your syllabus or during class. You can add a section in your syllabus named “How to Email Me.” It is also important to acknowledge cultural differences. For example, international students may come from educational systems with different norms of formality; reassure them that it’s okay to ask if they’re unsure.

Additional Resources