Teaching Strategies

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Inclusive teaching strategies are intentional approaches that make learning accessible, welcoming, and equitable for students with varied identities, backgrounds, and abilities. Traditional, one-size-fits-all teaching often marginalizes students who do not match assumed norms. Inclusive practices work by combining transparent course design, varied modes of engagement, and relationship-centered teaching that builds trust and belonging (Dewsbury & […]

When students receive graded work, they often look quickly at their final score with pleasure, disappointment, or relief, and move on. But this is also a moment when instructors want students to slow down, understand the feedback, and develop plans for academic success. Exam wrappers are a powerful tool designed by the instructor to facilitate […]

In traditional, large-enrollment courses, students learn primarily from instructors. But various kinds of peer interaction—from team-based learning to periodic group work— can help students enhance their learning. In a Learning Assistant (LA) program, trained undergraduates, i.e., “near peers,” are involved in planning and implementing activities in class that increase engagement and support learning. This method […]

High enrollment courses can feel overwhelming for both instructors and students alike. Faculty may feel limited in what types of assignments to assign to students before and after lecture periods to make sure students are arriving informed and ready to dive deeper into course topics—especially when considering how to grade and incentivize student work. Students […]

How can faculty inspire students to take a more central role in their learning? Active learning is a term used to describe instructional strategies that promote students' active participation in knowledge construction processes (Bonwell & Eisen 1991; Prince 2004). Such strategies may include hands-on activities, brief writing and discussion assignments, problem solving tasks, information gathering […]

While high-stakes, summative assessments (e.g., final exams, term papers) remain a common feature of undergraduate education, a growing body of research and practice suggests that low-stakes, formative assessments are also powerful tools to support student learning. Part of a larger category of formative assessment that engages with students during the learning process through ongoing feedback, low-stakes […]