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Share exemplars of work products for your class.

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Provide students with exemplars of papers, projects and presentations from prior years’ students. When possible, share examples that received a range of grades. Offering students exemplars to more clearly understand your expectations for an assignment makes it more likely that they will put in the time and effort required to meet those expectations (McGuire & McGuire, 2015).

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McGuire, S. Y., & McGuire, S. (2015). Teach students how to learn: Strategies you can incorporate into any course to improve student metacognition, study skills, and motivation. Sterling, VA: Stylus.

BEST PRACTICES & STRATEGIES | DEVELOP

 

 

 

 

 

Take time to learn about, and reflect on, your students’ goals.

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Students not only enter college with differing kinds of knowledge and experience. They also enter with varying degrees of motivation to learn. Expert Linda Nilson explains the differences:

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Bailey and Jaggars (2016) recommend tying course concepts to student interests, which any instructor can do. For example, you might use a one-minute paper exercise, asking students to answer questions like “What are your life goals and career aspirations?” and “How does this course help you pursue these goals—in ways big or small?”

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Bailey, T., & Jaggars, S. S. (2016, June 2). When college students start behind (College Completion Series: Part Five). New York, NY: The Century Foundation. Retrieved from https://tcf.org/content/report/college-students-start-behind

BEST PRACTICES & STRATEGIES | DEVELOP
BEST PRACTICES & STRATEGIES | DEVELOP
BEST PRACTICES & STRATEGIES | DEVELOP

 

 

 

 

 

Encourage student-to-student support

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Early in the semester, bring in students from past years for a panel early in the semester to share what helped them be successful. You might ask questions such as these: How many hours each week did you spend studying and doing homework? How did you approach the readings? How did you prepare for exams? (S. D. Brookfield, personal communication, January 25, 2016). Hearing from a peer about what it takes to be successful can be more effective than the same message coming from the instructor.

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