Category: Higher Ed Trends

  • 3 Tips to Improve Student Mental Health

    3 Tips to Improve Student Mental Health

    Reading Time: 3 minutes

    This post is a modified version of an article that originally appeared on the Cengage EMEA “Unstoppable Minds Blog.”

    As Mental Health Awareness Month comes to a close, we’re highlighting insights from someone who’s been in students’ shoes. While studying psychology at Queen Mary University of London and serving as a Cengage EMEA Student Ambassador, Roya Mohamed shared three simple but powerful tips to help students take care of their mental health.

    I remember my first year at university. All of the new friends I made, the exciting modules I took, the societies I joined, my first time living away from home, learning how to cook and how to save money. It was such an exciting time full of adventure and new beginnings. I learned so much about myself and the world of adulthood. However, I also remember the all-nighters, the breakdowns, the tears, the times I almost gave up, the sacrifices I made and the feelings of loneliness and exhaustion I had. Being a student is not easy — I would know — and the increasing academic and societal pressures cause a strain on our precious mental health. Being thrown into the deep end during my first year caused my mental health to plummet and I fell into a deep depression where I had to go to therapy. It was a bleak time in my life and for a while I didn’t know how to get out of the negative cycle I was in. But I did — hooray! There were a couple of changes I made to my daily routine that notably improved my wellbeing and stopped me from ever going back to that period of darkness. Follow these steps to start taking control of your mental health and wellbeing:

    1. Scheduling

    Not having a daily schedule can leave students feeling overwhelmed and unprepared. This can cause feelings of stress which can contribute to poor mental health. Planning time for revision, relaxation, hobbies, friends, family and sleep really helped to create a routine in my life and to avoid the anxiety I used to have about completing everything on my to-do list. However, it will take time to adapt and follow a routine. But having a structure to your life will make you feel less worried and we all know that worrying does us no good.

    1. Positive self-talk

    This is a psychological strategy that you can use to increase your self-esteem, confidence, self-love and positivity. How do you do it? The clue is in the name! This technique involves talking positively to yourself, praising your achievements no matter how big or small they are and motivating yourself with words of affirmation. Being kind to oneself is a crucial step to maintaining good mental health. For example, when I received a grade that I wasn’t happy with, I would say to myself, “Roya, that was a very difficult exam and you still scored above the class average, you should be really proud of yourself!” At first it felt weird doing this, but you begin to internalize the thoughts and quickly realize how good it makes you feel!

    1. Sleep

    We all know that students have a tricky relationship with sleep. It is recommended that university students sleep for 7-9 hours a night. This can prevent you from feeling fatigued, sleepy, having low concentration levels and becoming irritable. However, we commonly see students pulling “all-nighters” where they sleep very little — or not at all — in order to complete an academic task. I don’t recommend this at all. When it comes to revising, all-nighters are practically useless. This is because our sleep cycle at night consists of four cycles, each lasting 90 minutes. In each stage of the cycle, our body and brain rejuvenate in different ways. One area that is affected is our memory of that day. If you don’t go through the four cycles, then the hours of revision won’t be “consolidated” into your memory — moved from short term to long term memory. This causes stress and regularly losing sleep can contribute to poor mental well-being. Once I began to sleep enough, I really saw how it improved my life.

    These are just some of the changes I began to make which took my mental health out of the darkness I was in and back to the bright old me!

     

    Roya Mohamed was a former Cengage Student Ambassador studying psychology at Queen Mary University of London.

    Roya shared three meaningful student mental health tips that can help improve overall well-being. If you think these tips might be impactful for your students, share this article and also check out “5 Ways I’m Building Connections With My College Peers” by Pranav Harwadekar, a junior at Texas A&M University.

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  • connecting-with-peers-in-college-5-ways- The Cengage Blog

    connecting-with-peers-in-college-5-ways- The Cengage Blog

    Reading Time: 4 minutes

    May is Mental Health Awareness Month, a time to elevate conversations around mental wellbeing and reduce the stigma that surrounds it. In recognition, we’re sharing stories directly from students who are navigating the pressures and facing the challenges of higher ed life today.

    One of those students is Pranav Harwadekar, a junior at Texas A&M University. Here’s Pranav’s perspective, in his own words.

    The power of connection

    If there’s one thing I’ve learned as a college student, it’s that connection isn’t just helpful, it’s healing. In the middle of exam stress, academic pressure and juggling 12 open tabs of assignments (and let’s be honest, at least three of them are YouTube, Instagram and Tiktok), having people around you — friends, study partners or just someone to grab a coffee with — can make all the difference.

    Connection isn’t a one-size-fits-all thing. Some people find it during big events, others in quiet moments. As a student navigating a hectic schedule full of coding projects, data analysis and meetings (shoutout to the group projects that always start at 9:00 PM), I’ve had to find creative ways to build community. And in doing so, I’ve realized it’s not just about making friends but about protecting mental health and helping others do the same.

    So, here are five real ways I’ve been fostering connections with my peers, and why they’ve made college feel a little more human.

    1. Group chats that turn into lifelines

    Group chats usually start as the go-to place for messages like, “Wait…when is this due again?” or “Anyone understand question four?” But over time, something funny happens — they evolve. What began as an academic safety net in my computer science classes slowly morphed into a space where we actually talk. We rant when a project takes five hours longer than expected, laugh (gently) about who’s been making good use of extensions and spiral together when the exam review sheet drops and it’s 12 pages long.

    Those chaotic late-night messages, the random hot takes on campus food and the “I give up, I’m switching majors” jokes? They bond us. There’s something comforting about knowing you’re not the only one losing it over a bug that shouldn’t be there.

    2. Volunteering for a shared cause

    One of the most meaningful ways I’ve built connections is through giving back. Whether it was organizing events with UNICEF or volunteering at Hope Health Care, I’ve learned that shared purpose creates real bonds. At Texas A&M, I joined the Engineering Honors Executive Committee. One of the events we take the most pride in is The Big Event — where over 15,000 “Aggies” step out to serve the local community in a single day of service.

    There’s something powerful about rolling up your sleeves next to someone, whether you’re painting fences, planting trees or just picking up trash. You start out as strangers, but by the end, you’ve shared laughs, swapped stories and worked towards something bigger than yourselves. Service naturally opens the door to honest conversations and, often, unexpected friendships.

    3. Making space for real talk

    Some of the best conversations I’ve had in college didn’t happen in classrooms or club meetings. They’ve happened on the walk back from class, while sitting outside the library or in a dining hall when someone casually asked, “How’s everything going?” One time after a brutal week of exams, I admitted to a classmate that I was completely burnt out and questioning if I was even cut out for this major. Instead of brushing it off, they nodded and said, “Same.” That moment of honesty sparked a 30-minute conversation about stress, expectations and feeling like we were just trying to stay afloat.

    I’ve learned that being vulnerable about things, like imposter syndrome, burnout or just needing a mental break, often gives others permission to open up too. It doesn’t always have to be deep. But carving out space for real conversations can turn casual classmates into people you genuinely trust.

    Mental health isn’t just about crisis moments. It’s also about those small check-ins. A simple “How are you doing — really?” can go a long way.

    4. Saying yes to the spontaneous stuff

    Some of the most meaningful connections I’ve made came from saying “yes” to the random stuff: A late-night walk to the campus food truck. A last-minute invite to play spikeball on the quad. A spontaneous movie night where half of us fell asleep mid-way through.

    College is full of moments that don’t feel significant at first. They become the ones you remember because they weren’t forced. They were real. It’s easy to say, “I’m too busy” or “Maybe next time.” But leaning into those little, unplanned hangouts has helped me find people who make the stress feel lighter and the experience way more fun.

    Sometimes, connection starts with just showing up.

    5. Celebrating the little wins together

    College can feel like a never-ending cycle of deadlines, exams and late-night study sessions. It’s easy to stay stuck in survival mode — just pushing through one task after another. That’s why I’ve made it a habit to pause and celebrate the small stuff: finishing a tough project, surviving a brutal week or even just showing up when it was hard to.

    Sometimes that celebration means grabbing dinner with friends, playing spikeball until the sun goes down or spontaneously turning someone’s dorm into a cricket ground. These moments might seem small, but they remind us to slow down and actually enjoy the experience. When we celebrate the little wins together, the big challenges feel a lot more manageable.

    Why this matters (especially in May)

    College can feel isolating at times. And Mental Health Awareness Month is a powerful reminder that we’re not meant to navigate it all alone. The truth is: connection doesn’t have to be big or complicated. It can begin with something as small as a “You good?” text, a shared laugh over a meme or sitting next to someone new in class.

    When we make space for each other — through the small things — we build something bigger: resilience, community and a sense that we belong. Every time we show up for someone, or let them show up for us, we help create a more supportive and compassionate campus.

    And if you’re reading this and feeling even a little disconnected — I get it. I’ve been there too. But trust me: connection often starts with a tiny step. Say yes to that invite. Send that message. Sit down at the crowded table. You might be surprised by how much better things feel when you do.

    Written by Pranav Harwadekar, a junior computer science honors major at Texas A&M University.

    Are your students having trouble connecting with peers in college? Share Pranav’s article for inspiration. Plus, check out an additional student’s perspective on navigating the “College Life Crisis.”

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  • student-mental-wellbeing-college-life-crisisThe Cengage Blog

    student-mental-wellbeing-college-life-crisisThe Cengage Blog

    Reading Time: 3 minutes

    May is Mental Health Awareness Month, a time to elevate conversations around mental wellbeing and reduce the stigma that surrounds it. In recognition, we’re sharing stories directly from students who are navigating the pressures and facing the challenges of higher ed life today.

    One of those students is Ruby Adamowicz, a sophomore at Isenberg School of Management, University of Massachusetts, Amherst. Here’s Ruby’s perspective, in her own words.

    The right direction

    I’m nearing the end of my sophomore year of college, and I can still confidently say that I have absolutely no idea where I’ll end up after graduation. I see my peers landing internship offers and studying abroad — even my own roommate has a full-time job offer set for her once she graduates.

    Now, I’m not saying that I’m coasting through college. Trust me, I have put in the work. But I’ve also realized that success does not look the same for everyone. We’re all moving through life at our own pace. I always remind myself that some people find themselves as undergrads, some as post-grads and many are simply still trying to figure out who they are, which is normal and okay.

    This brings me to the question that’s almost always in every student’s head: “Am I headed in the right direction?”

    Second-guessing first-year decisions

    For me, I have always struggled with finding my passion and figuring out what jobs align with my major. It’s like a mental battle. I’m constantly asking myself: “Am I doing this because I genuinely love it, or is it just what makes the most sense?”

    I consider myself extremely fortunate that I was a freshman while both of my sisters were seniors at the same school. In all honesty, they were the ones who encouraged me to major in marketing. In my high school mind, following in their footsteps was what made the most sense. I figured I would know what classes to take, how to find an internship and have some overall guidance during my first year. And it seemed like the smart choice. Business is so broad and allows you to be creative. But, two years in, I still second-guess whether this is my “passion.”

    Figuring things out – one day at a time

    There are days when I feel inspired and even motivated to work on social media projects and brainstorm my entrepreneurial ideas. Other days, I feel like I’m going through the motions — just checking off my tasks for the day. Sometimes, I’m inspired to plan out my goals, update my resume and have a strong sense of where I want to be post-grad. There are also times when I feel like I’m stuck, almost like a fish out of water. And that’s okay. I’ve learned that “figuring it out” doesn’t mean that your life will fall into place that same day. It means taking small steps, such as talking to your professors, stepping out of your comfort zone, joining clubs, being social and challenging yourself.

    Follow your own path

    What I’ve come to learn during my time at college is that nobody has it all figured out — even your classmate who has 500+ connections on LinkedIn and is posting about their summer internship.

    We’re all experiencing college for the first time and trying to figure out what to do to be happy. There are ups and downs, but you can take it one day at a time. If you’re reading this and are feeling lost, confused, behind or even stuck, I’m here to remind you that it is so normal. It’s a feeling that comes from comparing yourself to people who are on a different path than you. As the saying goes, “Comparison is the thief of joy.”

    What now

    Honestly, this is a great question that I try to answer each day.

    Life is not one straight line. It’s everyone’s first time living, trying to navigate what the world has to offer. But the more you show up and put yourself out there, you’ll find what life has for you. College is not a race to be employed. It’s a chance to figure out what makes you feel happy.

    Apply for the internship you feel underqualified for, make friends with new people and take advantage of all the opportunities possible.

    So, I will leave you with this. If you’re feeling lost and keep asking yourself, “Am I doing enough?” — you are not alone.

    Take it one day at a time.

    Written by Ruby Adamowicz, sophomore marketing major at the University of Massachusetts, Amherst and Cengage Student Ambassador

    Do you see some students struggling with their mental health? Let them know they’re not alone. Share this article and explore additional articles about student mental wellbeing.

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  • Blended and Hybrid Learning With MindTap

    Blended and Hybrid Learning With MindTap

    Reading Time: 4 minutes

    Whether today’s educators are teaching in-person, online or somewhere in between, their dedication to students has remained stronger than ever, despite rapid changes within the space. And in recent years, we’ve seen advances in technology and an increased emphasis on flexible learning environments reshape the higher ed classroom, resulting in both blended and hybrid learning models becoming more common.

    Let’s explore a few common models of blended and hybrid instruction and some course materials that tailor well to this type of learning experience.

    Blended and hybrid learning: a breakdown 

     The definitions of both terms may vary. Typically blended instruction includes teaching with a variety of technology tools, while hybrid instruction includes both in-person and online course sessions. These terms can apply at many levels, from specific course components (for example, a blended activity) to the broadest program or institution level, where an institution has a program with both in-person and online components. 

    Common models 

    Some of the more common models of hybrid and blended instruction include: 

    • Flipped: Students learn new content before class and practice it in the classroom. This approach allows for multimodal content presentation online, and gives students greater control of when, where and how they access course content. 
    • Enriched virtual: Students set the pace of their own learning and complete most of their coursework online.  
    • Rotation: Students rotate between multiple learning modalities, one of which is online. Other modalities may include in-person instruction, group projects, individual guidance and assignments. This approach allows for students to interact with content in a variety of ways, promoting engagement. 
    • Flex: Students direct their learning according to what works best for them among different learning modalities with an emphasis on online learning. The instructor is available for face-to-face support as needed. 
    • A la carte/Self blend: Students choose a supplementary online course to accompany other, in-person experiences.  

    Depending on the model and modality, students can receive immediate feedback through computer graded activities. They can also interact with classmates in a variety of ways, such as discussion forums, online (or in-person) class sessions, group projects and multi-person online recordings, such as those available through Bongo with MindTap.  

    Teaching blended and hybrid models with MindTap  

    Here are a few examples of titles across disciplines like world languages, marketing, art & humanities and health care, paired with our online learning platform, MindTap, that readily translate to blended or hybrid formats.  

    Atelier, 2e, Introductory French 

    From its inception, “Atelier: An Introductory French Program,” 2e by Kim Jansma, Margaret Ann Kassen, and Laurence Denié-Higney was designed for hybrid or flipped courses. This program includes a course manual with grammar and vocabulary presentations, readings and many interactive activities that can be assigned in class. Before coming to class, instructors can assign Learn It activities (readings and new content presentations) and Practice It activities (low-stakes, auto graded comprehension and application) in MindTap. Students and instructors then have an opportunity to discuss new content and practice applying it in open-ended and creative ways within a synchronous, in-person or virtual class.  

    Apply It activities (open-ended expansion) can be assigned for follow-up homework, while Got It activities close out the MindTap Learning Path sequence at the end of each chapter section, so students can verify their understanding. Alternatively, these Got It activities can be assigned as review activities at the end of the module prior to formal assessments. Evaluation can be completed during course time or virtually via online tests that accompany the program and are available through Cognero.   

    Marketing, 21e, Principles of Marketing 

    Blended and hybrid approaches can also work in courses that were not initially designed for hybrid instruction. For example, with “Marketing,” 21e by William M. Pride and O. C. Ferrell, students can complete the reading and subsequent Learn It comprehension activities before class. They can complete Apply It activities either before class to prepare for an upcoming discussion or after class as extension activities. Students can also use Study It materials such as flashcards and practice quizzes for review and to identify areas for improvement before a test.  

    In addition, this title’s MindTap contains activities that allow students to personalize their learning online, promoting self-reflection and real-world application of course concepts. For example, Why Does It Matter to Me? is a chapter-opening question that situates upcoming concepts in context and prompts students to reflect on their own knowledge and experiences. Case Activities in each chapter has students apply key concepts from the chapter to a real-world scenario, including media and reflection questions. You Make the Decision are branching-style questions where students walk through a scenario and make important, but difficult decisions. At the end of the Learning Path are comprehensive assessments of marketing analytics and Excel activities. Students review and manipulate data in Microsoft Excel to see how resulting calculations affect business decisions. The robust content in MindTap for “Marketing,” 21e facilitates a variety of blended and hybrid learning approaches by providing students with unique, personalized and authentic materials at all stages of the learning process. 

    Cultures and Values: A Global View of the Humanities, 10e, Humanities 

    With a media-rich MindTap, “Cultures and Values: A Global View of the Humanities,” 10e by Lois Fichner-Rathus provides students with the authentic primary materials they are learning about in the readings. In their eBooks, students can zoom in on images to see details such as brush strokes and lighting. They can also access authentic texts of selected literary works, listen to chapter-specific curated playlists on Spotify and watch videos through edited YouTube chapter playlists. By allowing students to view and interact with primary course content directly, hybrid and blended learning brings the materials to life while supporting flexibility and learning on the go. 

    Understanding ICD-10-CM and ICD-10-PCS: A Worktext – 2025, 10e, Medical Coding and Billing 

    While the previous examples have featured humanities and business courses, online learning is also common in workplace skills course such as medical coding and billing. Programs like “Understanding ICD-10-CM and ICD-10-PCS: A Worktext – 2025” 10e by Mary Jo Bowie provide a variety of comprehension and application-based activities, real-life case studies and review materials. Plus, it includes the Official Guidelines for Coding and Reporting for both ICD-10-CM and ICD-10-PCS. As a result, students can complete readings, study using PowerPoints and flashcards and gain vital practice with coding in preparation for the certification exam. Students appreciate the flexibility and independence that blended and hybrid learning offers, while gaining valuable preparation for certification. 

    The takeaways 

    Many forms of blended and hybrid learning – from flipped classrooms to fully-online, self-led courses – are common in higher education today. By providing a variety of robust online content, courses can offer students flexibility, authenticity and personalized learning to boost engagement and prepare them for their studies and future careers.  

     

    Check out these resources that support different types of learning models: 

     

    Written by Jarmila Sawicka, Learning Designer at Cengage

    Interested in ways MindTap can help engage students in your blended or hybrid model course? 

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  • Three Ways Faculty Are Using AI to Lighten Their Professional Load

    Three Ways Faculty Are Using AI to Lighten Their Professional Load

    Reading Time: 4 minutes

    Our most recent research into the working lives of faculty gave us some interesting takeaways about higher education’s relationship with AI. While every faculty member’s thoughts about AI differ and no two experiences are the same, the general trend we’ve seen is that faculty have moved from fear to acceptance. A good deal of faculty were initially concerned about AI’s arrival on campus. This concern was amplified by a perceived rise in AI-enabled cheating and plagiarism among students. Despite that, many faculty have come to accept that AI is here to stay. Some have developed working strategies to ensure that they and their students know the boundaries of AI usage in the classroom.

    Early-adopting educators aren’t just navigating around AI. They have embraced and integrated it into their working lives. Some have learned to use AI tools to save time and make their working lives easier. In fact, over half of instructors reported that they wanted to use AI for administrative tasks and 10% were already doing so. (Find the highlights here.) As more faculty are seeing the potential in AI, that number has likely risen. So, in what ways are faculty already using AI to lighten the load of professional life? Here are three use-cases we learned about from education professionals:

    1. AI to jumpstart ideas and conversations

    “Give me a list of 10 German pop songs that contain irregular verbs.”

    “Summarize the five most contentious legal battles happening in U.S. media law today.”

    “Create a set of flashcards that review the diagnostic procedure and standard treatment protocol for asthma.”

    The possibilities (and the prompts!) are endless. AI is well-placed to assist with idea generation, conversation-starters and lesson materials for educators on any topic. It’s worth noting that AI tends to prove most helpful as a starting point for teaching and learning fodder, rather than for providing fully-baked responses and ideas. Those who expect the latter may be disappointed, as the quality of AI results can vary widely depending on the topic. Educators can and should, of course, always be the final determinants and reviewers of the accuracy of anything shared in class.

    1. AI to differentiate instruction

    Faculty have told us that they spend a hefty proportion (around 28%) of their time on course preparation. Differentiating instruction for the various learning styles and levels in any given class constitutes a big part of that prep work. A particular lesson may land well with a struggling student, but might feel monotonous for an advanced student who has already mastered the material. To that end, some faculty are using AI to readily differentiate lesson plans. For example, an English literature instructor might enter a prompt like, “I need two versions of a lesson plan about ‘The Canterbury Tales;’ one for fluent English speakers and one for emergent English speakers.” This simple step can save faculty hours of manual lesson plan differentiation.

    An instructor in Kansas shared with Cengage their plans to let AI help in this area, “I plan to use AI to evaluate students’ knowledge levels and learning abilities and create personalized training content. For example, AI will assess all the students at the beginning of the semester and divide them into ‘math-strong’ and ‘math-weak’ groups based on their mathematical aptitude, and then automatically assign math-related materials, readings and lecture notes to help the ‘math-weak’ students.”

    When used in this way, AI can be a powerful tool that gives students of all backgrounds an equal edge in understanding and retaining difficult information.

    1. AI to provide feedback

    Reviewing the work of dozens or hundreds of students and finding common threads and weak spots is tedious work, and seems an obvious area for a little algorithmic assistance.

    Again, faculty should remain in control of the feedback they provide to students. After all, students fully expect faculty members to review and critique their work authentically. However, using AI to more deeply understand areas where a student’s logic may be consistently flawed, or types of work on which they repeatedly make mistakes, can be a game-changer, both for educators and students.

    An instructor in Iowa told Cengage, “I don’t want to automate my feedback completely, but having AI suggest areas of exigence in students’ work, or supply me with feedback options based on my own past feedback, could be useful.”

    Some faculty may even choose to have students ask AI for feedback themselves as part of a critical thinking or review exercise. Ethan and Lilach Mollick of the Wharton School of the University of Pennsylvania share in an Harvard Business Publishing Education article, “Though AI-generated feedback cannot replicate the grounded knowledge that teachers have about their students, it can be given quickly and at scale and it can help students consider their work from an outside perspective. Students can then evaluate the feedback, decide what they want to incorporate, and continue to iterate on their drafts.”

    AI is not a “fix-all” for the administrative side of higher education. However, many faculty members are gaining an advantage and getting some time back by using it as something of a virtual assistant.

     

    Are you using AI in the classroom?

    In a future piece, we’ll share 3 more ways in which faculty are using AI to make their working lives easier. In the meantime, you can fully explore our research here:

     

     

     

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  • The Top 5 Higher Education Podcasts

    The Top 5 Higher Education Podcasts

    As an educator, where do you go for advice on teaching? Perhaps it’s a book. Maybe it’s a social media channel of your choosing. But more often than not, faculty have turned to higher education podcasts as a way of gleaning fresh insights in a captivating, bite-sized format. It’s no secret that educators are stretched between teaching, grading and research commitments. So listening to a reputable guest share their best practices for improving equity, engagement and interaction in the classroom is a valuable faculty development and training exercise in of itself.

    If you’re looking for the best higher education podcasts to explore, this post is for you. We’ve rounded up our favorite shows that speak to the good, the bad and the ugly within higher ed in our present moment. We also capture podcasts hosted by leaders who bring deep, discipline-specific expertise to their field. Most importantly, we’ve summarized shows that not only cover the latest trends but offer practical advice in an educational and entertaining way. So grab your earbuds and let’s dive into the top higher education podcasts of the year.

    → NEW HIGHER EDUCATION PODCAST: Stream S1 of Higher Listenings by Top Hat

    1. Higher Listenings by Top Hat

    Ok, call us biased, but we think Higher Listenings from Top Hat is well worth a listen. Higher Listenings aims to engage and entertain educators with a look at the latest trends shaping the future of teaching and learning. In our first season, we offer practical advice to leave you feeling equipped and confident to tackle your next teaching challenge—whether boosting reading completion rates or embracing AI-powered learning. The first season offers an all star line up featuring some of the leading change makers in higher ed including Jesse Stommel (author of Ungrading: Why We Grade and How to Stop), José Antonio Bowen (author of Teaching with AI) and Terrell Strayhorn (leading expert on student belonging). Stay tuned for season two releasing in January 2025! In the meantime, catch up on our inaugural season by listening on Apple Podcasts or Spotify.

    2. Teaching in Higher Ed by Bonni Stachowiak

    As the most effective educators know, good teaching is both an art and a science. Dr. Bonni Stachowiak is a professor and Dean of Teaching and Learning at Vanguard University. As the host of the Teaching in Higher Ed podcast, Stachowiak serves up best practices across four key categories including: digital pedagogy, student life, work-life balance and teaching. Notable guests include Joshua Eyler (Director of the Center for Excellence in Teaching and Learning at the University of Mississippi) and Jenae Cohen (Executive Director at the Center for Teaching and Learning at the University of California, Berkeley). Whether you’re looking for strategies to grade more productively or need guidance on ed tech integration in higher education, Stachowiak’s impressive lineup will leave you feeling inspired. Listen to the latest episodes on Apple Podcasts or Spotify.

    3. Intentional Teaching by Derek Bruff

    Do you want to take your knowledge of foundational teaching practices to the next level? Dr. Derek Bruff will help you do just that. Bruff, Associate Director of the Center for Teaching Excellence at the University of Virginia and author of Intentional Tech, hosts the Intentional Teaching podcast geared towards college and university faculty. His goal is to leave listeners with actionable techniques to make their classrooms more inclusive, responsive to an AI-saturated world and ultimately, more engaging for every learner. Esteemed guests on his podcast include Thomas J. Tobin (Senior Teaching and Learning Developer at the University of Wisconsin-Madison) and Viji Sathy (Associate Dean for Evaluation and Assessment at the University of North Carolina, Chapel Hill). Check out Bruff’s star-studded episodes on Apple Podcasts or Spotify.

    4. Tea for Teaching by John Kane and Rebecca Mushtare

    If you’re looking for faculty development and training paired with emerging research in pedagogy, this higher education podcast will surely be your cup of tea. The Tea for Teaching show is produced by John Kane and Rebecca Mushtare, who run the Center for Excellence in Learning and Teaching at the State University of New York (SUNY) at Oswego. The producers wrestle with hot-button topics from upskilling in the age of AI to reducing bias in course evaluations. High-impact guests, who include Michelle Miller (Professor in the Department of Psychological Sciences at Northern Arizona University) and Anthony Abraham Jack (Faculty Director of the Boston University Newbury Center), are featured in weekly episodes. Grab your favorite warm beverage and a notebook and tune into this podcast on Apple Podcasts or Spotify.

    5. Teach and Learn by D2L

    Unsure about the direction that education is heading in? Then you’ll want to take note of D2L’s Teach & Learn podcast. Geared towards K-12 and higher ed faculty, the show is hosted by Dr. Christi Ford (Vice President of Academic Affairs at D2L) and Dr. Emma Zone (Senior Director of Academic Affairs at D2L). In candid discussions with educational experts, the hosts dive into issues affecting higher education institutions today. This timely higher education podcast offers practical advice such as how to put diversity, equity and inclusion at the forefront of your course and how to harness AI to improve student learning. Recent guests include Thomas Cavanagh (Vice Provost for Digital Learning at the University of Central Florida) and Karen Costa (Faculty Development Facilitator for the Online Learning Consortium). Leave with practical tips for your own course by listening on Apple Podcasts or Spotify.

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  • Infographic: What 21,000+ Students Say About Top Hat

    Infographic: What 21,000+ Students Say About Top Hat

    It’s that time: the days are becoming shorter, temperatures are beginning to dip and more importantly, educators and students have returned to the classroom. At Top Hat, we recognize the value of ensuring every student comes to class prepared and excited to learn. We recently surveyed more than 21,000 students who used Top Hat in the Spring 2024 term about the impact our engagement platform and content solutions had on their academic journey. From interactive readings to in-the-moment study support, here’s how Top Hat made a tangible difference in their studies.

    Greater preparedness = better retention

    When students arrive to class feeling prepared, they’re more likely to persist. Data from the American Council on Education and the School of Education and Information Studies at the University of California at Los Angeles backs this up. The report finds that three out of five students surveyed state academic underperformance drove their decision to leave college for more than one term.

    Faculty have made tremendous strides in providing opportunities for frequent, low-stakes knowledge checks during the term. The emphasis on bite-sized assessments hasn’t gone unnoticed among students. “Real-time quizzes and polls not only helped reinforce key concepts but also encouraged active participation among students. Top Hat has truly enhanced our classroom interaction and made learning more enjoyable,” says Muhammad Ali Gajani at Indiana University Bloomington.

    An image that reads: 87% of students say that Top Hat helped them feel engaged in the learning process.

    Students bring an array of opinions and interests to your course. It’s why they value the opportunity to be active participants in the classroom. Research also shows that students who learn using active learning methods perform better on tests than those who sit in long-form lectures. Students echoed the impact Top Hat’s interactive polls, quizzes and discussions had when applying their knowledge. “Top Hat helped me perform better in my class as well as apply my understanding to my homework and exams,” shares Jacob Purcell at West Texas A&M University. An anonymous student from Texas State University at San Marcos chimes in. “It helped me to pay attention and stay engaged, getting me a better grade.”

    Turning static readings into an interactive experience

    We hear from educators that students don’t always complete their reading assignments before class. Over the years, students have tried to take shortcuts to their readings by searching for online summaries. How have educators responded? For starters, they’ve chosen to create ‘snackable’ content with media and real-world case studies that reflect an ever-changing world. Faculty have also relied on Top Hat’s personalized and interactive content solutions to ensure students have opportunities to read and then apply their understanding of concepts in the form of embedded polls and discussions.

    An image that reads: 90% of students who used a Top Hat Interactive eText recommend their instructor use Top Hat again.

    No matter discipline, students have responded favorably to using Top Hat titles in their course. “I loved the interactive aspect of my Top Hat textbook. Engaging with models, watching videos, and answering questions in chapters was really interesting and valuable to my learning experience,” shares an anonymous student at the University of South Dakota. Learners also appreciate the digestible nature of Top Hat Interactive eTexts. “With Top Hat, I felt that I could easily understand the information and stayed focused throughout my reading for the first time,” shares an anonymous student at Northern Virginia Community College.

    Making participation less intimidating

    An image that reads: 2 out of 5 students say that being able to ask questions to their instructor anonymously helps foster a sense of belonging.

    Raising your hand in a large class can come with a good deal of intimidation. Students place increased importance on asking questions anonymously and without fear of judgment. It’s why millions of students have flocked to Generative AI platforms such as ChatGPT for instant study guidance. Educators have tapped into the heightened interest in AI and have shared ethical use principles with students. Some faculty have even allowed students to build off content generated by a Large Language Model. For instance, English professors may let students use ChatGPT to form a thesis statement for an essay and ask them to critique the strengths and weaknesses of the generated response.

    An image that reads: “Ace was helpful. There were several occasions where I had questions that needed to be answered immediately and Ace was always there to save the day.” Student at the University of West Florida

    More than 630 of our survey respondents used Top Hat Ace, our AI-powered teaching and learning assistant, in the Spring term. Their comments revealed three primary ways that they relied on Ace through the course of their study. 

    1. Provide clarity: Students valued receiving clarification on challenging concepts covered in lecture or while reading their assigned text. “I liked that [Ace] asked a thought-provoking question after answering to promote continuous understanding of the topic, not just giving me the answer,” shares an anonymous student at Oakton Community College.
    2. Personalize study support: Students often relied on Ace for course-specific guidance when completing homework. The best part: since responses are built from the context of the course, students feel like they’re learning along the way versus being handed answers. “I love Ace! I would ask questions and Ace always believed in me that I could answer the question on my own so it would just recommend a section of the module to re-read,” says Nazli Kircicek at McGill University.
    3. Assess knowledge on the fly: Several students highlighted how Ace allows them to reduce their knowledge gaps in advance of tests. Many also used Ace as a tool to apply their understanding of concepts in a low-stakes, low-stress environment. “Ace was able to create sample exam questions relating to the content we were learning in class to prepare for exams during lectures,” shares an anonymous student at Grand Valley State University.

    → New Ebook: FREE strategies to use AI effectively in any course

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  • How to Equip Your Students With Essential Soft and Hard Skills Using Ed Tech

    How to Equip Your Students With Essential Soft and Hard Skills Using Ed Tech

    Today’s employers don’t just hire based on educational achievement. They’ve increasingly prioritized higher-order learning skills during the hiring process. To help students become job ready and land a role in the current workforce, professors need to empower learners with the necessary 21st-century skills, often called ‘soft skills.’

    This guide lays out key information on how to create opportunities for skill-based learning to help smoothen the transition from college to the workforce. It will also describe how to develop these skills in students while they’re still in the classroom. Most significantly, you’ll learn how educational technology can sharpen the essential soft skills students need beyond your course.  

    Below are 15 soft and hard skills that make up 21st-century learning.

    The 4 Cs of 21st-Century Learning

    The first four of these higher-order learning skills are widely considered the most vital 21st-century skills in the classroom for students to learn. Commonly known as the 4 Cs of 21st-century learning, they comprise:

    1. Critical thinking:

    Critical thinking is about problem-solving, and being able to bring a skeptical, discerning perspective to assertions of fact and opinion. Students are given opportunities to question and challenge the information presented to them. Troubleshooting and IT support are two hard skills that rely heavily on critical thinking as a foundation and are in-demand skills for the wide variety of technology-based careers in today’s job market.

    How Top Hat helps: Donna M. Smith, a math instructor, is a recipient of the Top Hat Black Educator Grant. A teacher of College Algebra at Sierra College, she has leveraged Top Hat to build a framework that helps students learn how to develop critical-thinking skills, and other soft skills like teamwork, adaptability and time management. She uses this framework to provide students with practice opportunities that demand specific actions from students, then gauges their higher-order learning using Top Hat’s range of assessment tools, spanning all six levels of Bloom’s Taxonomy. As a result, she reports, she’s found her students’ rate of success improved dramatically.

    In the same vein, 93 percent of students surveyed in a Top Hat research report said the variety of assessment types Top Hat offers help them learn how to develop critical-thinking skills.

    2. Creativity:

    This is the process of approaching problems from a variety of perspectives, including ones others might not notice. It helps develop trust in one’s own instincts and helps students seek out new solutions to old problems.

    3. Communication skills:

    This is the ability to convey thoughts and ideas clearly and effectively. In a 21st-century education, that includes being able to communicate well digitally, from texts, emails and social media, to podcasting and video conferencing.

    How Top Hat helps: Top Hat’s Discussion feature helps develop skill-building via collaboration in the classroom. While not all students are always on an equal playing field when it comes to comfort in group discussions, this Top Hat feature meets students where they are by allowing them to respond to comments and questions from any device. They can use simple text or incorporate images, sound bites and videos to propel the conversation forward. Teachers can even employ anonymity to make students comfortable engaging in sensitive topics. Teachers can use this Top Hat feature to drive up classroom participation significantly.

    4. Collaboration:

    This is the ability to work with others as a team to solve a problem or achieve a shared goal. It helps develop the abilities to share control, pitch solutions and discuss and decide with others the best course of action. It also helps students learn to effectively deal with others who may not agree with them, develop the critical abilities to resolve conflicts effectively and consider different viewpoints from their peers.

    Research shows that students who enter the workforce with knowledge and experience in the 4 Cs of 21st-century learning tend to be more adaptable and flexible in the constantly-shifting workplace environment. The 4 Cs of 21st-century learning, in turn, empower students to work better across cultures and are more prepared to take on leadership roles.

    Key Higher-Order Learning Skills

    Other important 21st-century skills in the classroom include:

    5. Problem-solving:

    This is the use of both conventional and innovative methods to solve different types of unfamiliar problems. It involves identifying and asking meaningful questions to clarify different viewpoints and arrive at more effective solutions.

    How Top Hat helps: The Top Hat Assignment feature enables teachers to provide students with interactive homework assignments that actively engage them in their own higher-order learning outside the classroom. A multimedia-friendly tool with 14 easy-to-use question types and automatic grading, this versatile feature keeps collaboration, communication and other essential skills front and center. It incorporates reading, answering questions and viewing media with worksheets, case studies and simulations to help students develop a deeper understanding of a problem and a multifaceted approach to its potential solutions. An added benefit for instructors is that it provides insights into students’ comprehension, participation and completion in real-time.

    6. Information literacy:

    This includes the ability to access, evaluate, utilize and manage information, critically and efficiently. It also involves the accurate and creative application of available information to the current problem or issue. It requires managing data flow from multiple sources, and the application of fundamental legal and ethical knowledge regarding access to and use of that information.

    7. Technology skills and digital literacy:

    Often abbreviated as ICT literacy (Information, Communication and Technology,) this is the collective set of abilities that allow students to effectively apply digital technologies to researching, evaluating, organizing and communicating information across digital channels. This may include using computers, mobile devices, social networks and other communication tools. Jobs in machine learning, product management and software development require understanding of technological platforms and apps. Individuals in these careers must be proficient in these skills in order to suceed.

    How Top Hat helps: Top Hat improves general literacy and digital literacy at the same time with Interactive Textbooks. Dynamic courseware incorporates text with high-quality images, videos and 3D simulations to captivate students’ interest and help them absorb and retain information better. They include case studies and customizable, interactive assessments, and students can access them anytime and from any device. Teachers can use Top Hat’s interactive textbooks in combination with physical textbooks, or on their own.

    Incorporating interactive textbooks and other digital technologies also helps students with skill-building and better prepare them to enter the 21st-century workforce by providing one-to-one computing, giving them the technology required to utilize their higher-order thinking skills in coursework.

    8. Media literacy:

    This includes the ability to analyze media and create media products. It involves understanding how, why and for what purpose various entities construct media messages, including what values and viewpoints they choose to include or exclude, and why. It also examines how people interpret messages differently and how that influences behaviors and beliefs. 

    9. Global awareness:

    This is the use of 21st-century skills to comprehend and address issues of global magnitude, and to collaborate with those from diverse backgrounds. It also involves taking an equitable or inclusive mindset when presenting new information. For example, educators might draw connections between cultural references in an English or cultural studies course. Teaching students the importance of global awareness also starts with reflecting on current and real-time events in your teaching, such as incorporating case studies on political or social uprisings.

    10. Self-direction:

    This is the ability to effectively set goals and manage time, as well as to work independently. It requires determining tangible and intangible criteria for success and balancing short-term tactical goals with long-term strategic ones. It also requires demonstrating initiative and commitment and working independently, including defining, prioritizing, monitoring and completing tasks without oversight, while reflecting on past experiences and learning from them.

    11. Social skills:

    This is the ability to effectively interact with others and work in diverse teams. Students recognize the appropriate times to listen or speak while remaining open-minded to diverse values and ideas. Students also learn how to conduct themselves professionally in a respectful manner, including when working with people from different backgrounds. Those looking to pursue careers in nursing or other areas of healthcare must be proficient in providing both emotional and physical care to patients. Common hard skills required for these careers include Basic Life Support (BLS), Patient Safety and Critical First Aid.

    12. Perseverance:

    This is the ability to persist in a determined effort in spite of obstacles and setbacks. It requires many of the other higher-order thinking skills, including problem-solving and self-direction, to employ effectively.

    How Top Hat helps: Top Hat’s 21st-century learning suite includes many tools that help educators make sure no student falls behind. Not least among them is learning insights. By tracking every interaction between a student and the software automatically, Top Hat enables you to see which students need additional help, in what area and when. Gauge attendance, progress, comprehension, participation—and act on these insights proactively in real-time.

    13. Literacy skills:

    Basic literacy skills include the abilities to create, comprehend, analyze, absorb, retain and recall written information. In the 21st-century workplace and modern economy, they especially apply to business, economic, financial, health and entrepreneurial interests.

    14. Civic literacy:

    Students become familiar with how civic decisions have local and global implications. This type of literacy involves effective participation in civic life by remaining informed and comprehending the processes of government. It also requires knowing how to exercise citizenship rights and obligations.

    15. Social responsibility:

    This encompasses everything from human rights, labor practices, the climate and the environment, fair operating practices, consumer issues and community involvement and development. It requires accountability, transparency, ethical behavior and respect for stakeholder interest, the rule of law, international norms of behavior and human rights.

    Why 21st-Century Skills Are Important

    Importance of Soft Skills for Students

    At its most basic level, teaching 21st-century skills, like critical thinking, provides a framework for higher-order learning. Beyond that, however, it also helps students develop the skills that ensure they will thrive when they leave the classroom and enter the workforce.

    Today’s workplaces are changing constantly, and the role of technology is ever-evolving and growing. That means that persistent, continual learning is essential to succeed and an emphasis on the importance of soft skills for students. Today’s graduates require not only the knowledge and skills for their chosen careers, but critical-thinking skills to navigate an always-changing landscape.

    Good for the World

    The greater community also benefits from new workers entering the workforce with a 21st-century education. The wellbeing of our broader society requires workers with competence and experience in:

    • Civic engagement
    • Critical thinking
    • Digital literacy
    • Effective communication
    • Global awareness

    Graduates equipped with these higher-order learning skills comprehend their role as good citizens and their connection to their neighbors and their shared environment. This way, they are more tolerant, they think more equitably and they aim to build a more diverse workforce. They are empowered to approach all they do in their work with a civic-minded focus.

    Conclusion

    As a 2017 research review in Nurse Education in Practice reported, “Technology has advanced in quantity and quality; recognized as a requirement of 21st-century learners.” Integrating curricula on critical thinking and other soft skills in your classroom will help your students enter the 21st-century workplace better equipped to meet the challenges facing future workers and leaders. As technology becomes an increasingly inseparable part of the working world, it’s becoming more evident that teachers who make effective use of it have an advantage in helping students prepare for life beyond the classroom.

    The developers and designers of Top Hat, including professional educators themselves, are singularly focused on employing the latest in 21st-century education technology to help educators empower students to achieve these aims.

    References

    Ross, D. (2017, April 24). Empowering Our Students with 21st-Century Skills for Today. Getting Smart. www.gettingsmart.com/2017/04/24/empowering-students-21st-century-skills/

    What is social responsibility? (n.d.). ASQ. asq.org/quality-resources/social-responsibility

    LinkedIn Jobs on the Rise 2022: The 25 U.S. roles that are growing in demand (2022, January 18). LinkedIn. https://www.linkedin.com/pulse/linkedin-jobs-rise-2022-25-us-roles-growing-demand-linkedin-news/

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  • The Ultimate Guide to Universal Design for Learning

    The Ultimate Guide to Universal Design for Learning

    Universal Design for Learning (UDL) is a framework that involves using a variety of teaching methods to respond to the needs of all your higher ed students. It is a teaching technique that provides flexibility in how instructional materials are delivered—and is ideal for supporting students of all backgrounds, cultures and abilities.

    Table of contents

    1. What is Universal Design for Learning?
    2. What are the three core tenets of Universal Design for Learning?
    3. Why should you use universal design in your online course?
    4. How can you apply universal design in your online course?
    5. Universal Design for Learning examples
    6. Questions to ask yourself when designing an accessible course
    7. The history of Universal Design for Learning
    8. Bring UDL to life with Top Hat
    9. References

    1. What is Universal Design for Learning?

    Universal Design for Learning (UDL) helps college and university educators create flexible programs that are easy to adapt to the unique needs of all students. This teaching framework involves using many techniques—in everything from course delivery to media use—to reduce barriers and reach every college student.1

    UDL guidelines are put into practice in a variety of facets, including outside of academia. For instance, you may use closed captioning when watching television. Your smartphone can read the information on a website aloud. Meanwhile, automatic doors make grocery stores more accessible. In these three scenarios, UDL helps level the playing field for everyone, regardless of ability.

    The UDL guidelines are presented as a graphic organizer, or a matrix table. Vertically, the principles are grouped under engagement, representation, and action and expression. Horizontally, the UDL principles are presented as access, build and internalize. Each guideline has corresponding checkpoints that include best practices. The graphic organizer helps viewers understand how criteria differ across the three principles. View the table below for a breakdown of the UDL guidelines.

    Provide multiple means of engagement Provide multiple means of representation Provide multiple means of action and expression
    Recruiting interest Perception Physical action
    Sustaining effort and persistence Language and symbols Expression and communication
    Self-regulation Comprehension Executive function

    2. What are the three core tenets of Universal Design for Learning?2

    • Action and expression: This learning approach involves giving students multiple ways to access information. Universal Design for Learning examples include giving students multiple ways to demonstrate that they’ve learned the material.
    • Representation: A key tenet of this approach is providing information in multiple formats. Universal Design for Learning examples include offering students videos, books or interactive demos that cover the material covered in a lecture. Students can then choose the format that best suits their needs.
    • Engagement: This approach is designed to motivate college students in a variety of ways. Universal Design for Learning examples include assigning projects that relate to a student’s background and interests. This pillar may be put into practice through gamification or discussions.

    2.1. Multiple means of action and expression

    This topic covers the ‘how’ of learning. It is also referred to as the strategic network. Each learner navigates the classroom in a different way, and they also express themselves uniquely. If someone has an executive function disorder, meaning they have trouble planning, organizing and problem solving, they will express themselves differently than someone who has a language barrier. For example, some postsecondary students are able to use written communication with ease, while others can only communicate through speech.

    2.1.1. Executive functions

    Executive functions encapsulate a human being’s highest level of skills. This ability allows learners to overcome their impulses to make long-term goals and strategies. Executive functions are limited by the individual’s working memory when executive functioning capacity is devoted to managing “lower level” skills that don’t come as naturally to a person. The individual’s capacity for executive functions can also be lowered by disabilities.

    With universal design for learning, instructors can expand a learner’s executive function by scaffolding—that is breaking up lessons into bite-sized pieces—to ensure they do not use up the learner’s working memory. Educators can help students scaffold executive skills so that they can use them more effectively. Setting goals and creating plans to reach these goals can help. Professors can also support students by helping them self-monitor their progress over time, which helps students guide their practice through the semester. It also helps learners better understand what advice to ask their instructors for.3

    2.1.2. Expression and communication

    Every learner has a different capacity for expression and communication. In addition, various types of media may support different learning styles. For example, a learner who has dyslexia may perform better at expressing their thoughts through verbal conversations versus written essays.

    Educators must provide different modalities for communication. This may involve using various types of media or tools for communication. Professors can help students become more fluent in a variety of communication modalities, which will then lend to independent learning.4

    2.1.3. Physical action

    Interactive software, textbooks and other curricular materials are recognized as Universal Design for Learning examples that can help students understand information. For instance, a postsecondary student may need a different type of workbook if they require assistive technology. These assistive technologies can help students who have disabilities. Some students could benefit from having expanded keyboards or voice-activated switches, for example.5

    With this tenet of UDL, it’s important to vary the methods for response and navigation. This involves creating an accessible learning environment that all students can thrive in. The second part of this UDL principle involves opening doors to the tools that will create equal opportunity.

    2.2. Multiple means of representation

    This topic can be considered the ‘what’ of learning. It’s also referred to as the recognition network. Every learner absorbs the information that is presented to them in a different way. While a sensory or learning disability may cause this difference, cultural differences and different personalities may also affect how the student learns.

    2.2.1. Comprehension

    The goal of education is to help learners turn information into knowledge that they can apply in their everyday lives. With Universal Design for Learning, educators should get higher ed students involved in transforming and gathering usable knowledge. Gaining usable knowledge is an active process, so students need to be involved in order for this process to work. This means students need to use skills like consumption, categorization and active memorization. They must also learn how to integrate new knowledge with their prior understanding of the subject. The best Universal Design for Learning example here involves relying on organizers such as concept maps to help students visually draw connections between learning units. Metaphors, stories and analogies are also effective in helping students see the importance and relevance of topics.

    To achieve these goals, instructors must present information in an accessible way. They should connect the information to previous experiences and offer background information as well. They can highlight relationships, patterns and information so that students can see how the information relates to their goals and other knowledge. Through breaking up lessons into digestible amounts, professors can support students as learners find meaning in their new knowledge and process the information. Finally, educators can help students apply information to new contexts.6

    2.2.2. Language, mathematical expressions and symbols

    Students interpret linguistic and non-linguistic symbols in different ways. While symbols like division signs provide clarity for some students, others do not understand specific symbols. Likewise, college students attribute different meanings to pictures or words based on their familial backgrounds and culture.

    Because of this, educators must provide alternative representations for students. They should clarify different symbols, vocabulary, mathematical notations and syntax. If there is a pattern in different equations, grammar or musical notations, they should be explicit about it. When necessary, instructors should use translations, graphics, movement, activities, simulations, images and videos to make learning active.7 Try pairing a chemistry formula with an illustration or simulation to put this principle into practice.

    2.2.3. Perception

    Provide the same information through formats that stimulate different senses—ranging from sight, hearing or touch—to make lessons perceptible to learners. This practice will help students absorb information through audio, tactile or visual means. Instructors should also give students formats that can be adjusted such as text that can be increased in size. Other examples of perception include offering alternatives for video and auditory information.8 Such examples are providing videos featuring American Sign Language (ASL) and complementing audio clips with transcripts.

    2.3. Multiple means of engagement

    Providing multiple means of engagement can be thought of as the ‘why’ of learning. It’s also referred to as the affective network. Every college student is motivated in a different way academically. Likewise, students have different learning styles. While some love spontaneity, others will only feel comfortable when there is a daily routine followed in the classroom. Additionally, some prefer to work alone or in groups.

    2.3.1. Self-regulation

    Ideally, the learning environment should support and encourage the student’s motivation. When students are in higher education, they should be encouraged to learn how to regulate their own emotions and become self-motivated. By regulating their emotions, students can better cope with changes in their environment. A Universal Design for Learning example includes asking students how they’re feeling today on a scale of 1-5 to understand their needs and any accommodations.

    Postsecondary students frequently learn how to self-regulate by observing their professors. Virtual classrooms can encourage this skill by modeling motivation and self-regulation. Then, educators can prompt students to use these abilities in real life. Instructors should discuss their expectations and help students set personal goals. They can support students as they self-assess their abilities and become more aware of their mistakes. Over time, students can learn how to develop healthy emotional responses to a variety of events.9

    2.3.2. Sustaining effort and persistence

    In order for a student to learn, they must make an effort to pay attention in class. If a student is motivated correctly, they can focus and make a sustained effort in the classroom. Each learner self-regulates in a different way, and these disparities are often due to their motivation levels. Other factors like contextual interference—a disruption in the motor learning phenomenon that affects how people learn and practice new skills—and self-regulation skills can also impact the student’s concentration. This is caused in part by the learner not seeing the value of certain goals and objectives.

    Educators can support students by providing different resources to help them learn. Students are more likely to rise to the expectations set to them, so teachers should provide the tools that students need to succeed and help them achieve a certain level of understanding. When introducing goals, instructors should also discuss why each goal matters—put into practice through detailed criteria—so that students feel motivated to achieve each objective.10

    2.3.3. Recruiting interest

    If the information does not engage the student’s interest, it is essentially inaccessible. Students must be able to absorb and process information in their minds. Each student is interested in different topics of discussion, so teachers must figure out how to gauge their interest in different ways.

    Instructors can attract the student’s interest by providing multiple choices whenever it is possible to do so. By allowing for individual choices and autonomy, educators can empower students to take control of their learning. Teachers should also connect the subject matter to experiences outside of the classroom. If university students believe the subject matter has value, they are more likely to be interested in learning it. Finally, teachers should attempt to eliminate distractions so that students have a safe space to learn new information.11

    3. Why should you use universal design in your online course?

    When using the UDL framework in an online course, you create equal opportunity for students of different backgrounds and abilities to learn the course material. If you are only teaching students in one specific way, many of your students may not be learning the information properly. Universal Design for Learning can help you make your course accessible to all types of learners.

    When using the UDL framework in an online course, you create equal opportunity for students of different backgrounds and abilities to learn the course material.

    4. How can you apply universal design in your online course?

    When using the principles of UDL in your online course, consider the course’s engagement, representation, action and expression goals. Here are four ways to put Universal Design for Learning examples to use in your class.

    4.1. Syllabus

    Your course syllabus shows college students what they will be learning in the upcoming quarter. It should give students multiple ways to engage with the content, such as through class readings, podcasts, webinars and guest lectures. The syllabus can communicate regular routines, assessment formats and expectations. It should also include the ways that students can access the course content. Consider adding headers and subheadings in your syllabus to make it accessible for screen readers. Download Top Hat’s syllabus template now, available in either Google Docs or Word format.

    4.2. Course materials

    To follow the principles of universal design, you should select an array of course materials. Instead of only using a textbook, your course can incorporate podcasts, discussion boards, essays, videos and physical activities. By changing the way students can absorb information, you can make the course information accessible to every student.

    4.3. Assessment

    While some students can take a written test without any issues, others have trouble reading written tests or turning them in. In the realm of assessment, Universal Design for Learning examples might include using video conferencing software to measure student understanding. Depending on the coursework, you could also use assessment techniques like recorded videos.

    4.4. Teaching

    In order to make your course more accessible, vary the way you teach your course. Images, graphs and textbooks are effective in helping students understand information. Some students learn better through audio tracks, so you may want to use a recorded lecture, video or podcast as well. In addition, you can teach students through discussion groups and other techniques as well.

    Top Hat’s Student Engagement toolkit is packed with templates and strategies to create accessible assessments, lesson plans and classroom discussions. Access now.

    5. Universal Design for Learning examples

    The following list includes Universal Design for Learning examples that you can use to create an equitable and accessible learning environment. You can also create other feedback, assignment and learning options that help diverse learners master the course material in your class.

    5.1. Assignment options

    Students can achieve the course’s learning objectives through a variety of assignment styles. Beyond traditional homework, students can also submit video recordings of a presentation or speech. They can alternatively create comic strips or podcasts. Another Universal Design for Learning example involves flexible assignment due dates. This policy accommodates students who may have obligations outside of class, such as work or family responsibilities, or who may need additional time due to disabilities or health issues.

    5.2. Regular feedback

    In order for students to improve, they must regularly receive detailed feedback. Formative assessments can help with this goal, where the student’s ongoing learning is monitored. These assessments also provide feedback that educators can use to improve their course delivery.

    5.3. Digital and audio text

    Textbooks are just one way that university students can learn. Audiobooks and text-to-speech programs can also help. In addition, you can use audio transcripts and videos with closed captions for students who require assistive technologies. Professors can use multiple modes of communication to convey information, including verbal instructions, written handouts, visual aids, and online resources. These specific Universal Design for Learning examples help students with diverse language abilities, learning styles, and sensory preferences to comprehend the material effectively.

    6. Questions to ask when designing an accessible course

    6.1. Multiple means of engagement

    1. Does the course encourage independent student responsibilities? In order for college students to learn, they have to be motivated and engaged. When students work independently on coursework, they feel responsible for the outcome. They also become more engaged in studying the material. Consider facilitating surveys or a student interest inventory at the start of the semester to gauge interests, hobbies and strengths. You can then use this information to tailor units of study accordingly.
    2. Can students complete at least some course content at their own pace and in any order they wish? Everyone learns at a different pace. When the course moves too quickly, students can fall behind. Over time, this can cause students to lose motivation. Letting students learn at their own pace in a blended or online course acknowledges their unique circumstances and provides them with the time they need to engage with the course material. Consider implementing an assignment ‘grace period’ to allow students to plan their schedules accordingly based on priorities.
    3. Are course learning goals and outcomes clear? When students are confused or lost, it is impossible for them to become engaged in the course material. You can remove this obstacle by clarifying your learning goals. When students know what to expect and what they need to do, they are more likely to achieve the course’s goals.

    6.2. Multiple means of representation

    1. Is the course content provided in multiple ways? With Universal Design for Learning, the goal is to help postsecondary students from all backgrounds and abilities. Students may have visual or aural impairments or have a disability. They may also come from a culture where subject matter is taught differently. Ideally, your course content should be provided through multiple techniques so that everyone has an equal opportunity to learn. Universal Design for Learning examples include complementing course readings with interviews or videos.
    2. Do learning opportunities and assignments use students’ prior knowledge? You can help students retain information by connecting it to their prior knowledge. You can show how new information relates to a previous class or personal experience. Sometimes, you can even assign students the task of reflecting on everything they have learned and how the new topics related to their personal experiences.
    3. Does the course have interactive learning activities online? If you are teaching online, ensure you have multiple ways to get students involved. Interactive activities help students feel like active participants in the learning process. Because students are more likely to learn when they are actively involved, this technique is extremely important for online learners. It ensures that students are just as motivated in their studies, even from a distance. Complement lectures or readings with simulations or other opportunities for students to apply their knowledge.

    6.3. Multiple means of action and expression

    1. Have you provided students with note taking support? There are many different disabilities that can make it difficult for students to take notes. To help your students, offer them multiple ways to take notes in class. They can use videos, audio recordings or written techniques to recall information. Some students may also benefit from making graphs or drawings of the new course material.
    2. Does the course include a variety of assessment methods? While some students can take written tests, this is not the best way to assess every student. Universal Design for Learning examples that support a flexible assessment strategy include video interviews, recordings, posters and other techniques. If you use written tests, you may need to offer support such as audio recordings of the questions and answers. Balance summative assessments with low stake formative assessments that enable students to receive more regular and timely feedback.
    3. Are college students encouraged to communicate with faculty and classmates in the course? Open communication between faculty and students—and especially on the student-student level—helps many learn and absorb new information. Ideally, instructors should offer multiple ways for students to communicate with their classmates and teachers. Universal Design for Learning examples could include using online forums, video conferences, interviews or essay feedback to host conversations with students.

    Our Teaching with Top Hat Toolkit offers videos and helpful resources to design an accessible learning community in our platform. Browse the toolkit today.

    7. The history of Universal Design for Learning

    Originally, this technique started out as an architectural concept. In architecture, universal design refers to creating designs that appeal to everyone. These designs must also comply with the Americans with Disabilities Act (ADA). Because of the ADA, many schools began using inclusive facilities and providing equal access to their courses. Originally, the idea of universal design in architecture was created by architect Ron Mace at North Carolina State University.

    In 1984, the Center for Applied Special Technology (CAST) was formed. CAST applied the original universal design guidelines to the educational space as a means of facilitating reform. Today, the CAST website houses plenty of instructional design tips and professional development strategies to make the postsecondary education experience more accessible.12

    8. Bring UDL to life with Top Hat

    Top Hat’s feature suite ensures your students have access to an equitable learning environment. Postsecondary students are able to learn from anywhere—the platform’s offline mode still lets students complete their homework assignments, even without having an Internet connection. Similarly, students can use multiple devices to engage with content stored in Top Hat. Top Hat is compatible with assistive technologies such as screen readers, plus keyboard navigation makes it simple to navigate through content.

    Outside of class time, alternative text on images in textbook readings helps students using screen readers understand the visuals alongside the text. Instructors can personalize the learning experience for individual students by customizing assignment due dates and grade weights. This ensures students have multiple ways to express their knowledge—and at a time that suits them.

    Top Hat’s accessibility features create a level playing field in your course. Learn more about what Top Hat can do for your students here.

    9. References

    • Morin, A. (n.d.). What is Universal Design for Learning (UDL)? Understood. https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/universal-design-for-learning-what-it-is-and-how-it-works
    • CAST. (n.d.). The UDL Guidelines. http://udlguidelines.cast.org/
    • CAST. (n.d.). Executive Functions. http://udlguidelines.cast.org/action-expression/executive-functions/executive-functions
    • CAST. (n.d.). Expression & Communication. http://udlguidelines.cast.org/action-expression/expression-communication
    • CAST. (n.d.). Physical Action. http://udlguidelines.cast.org/action-expression/physical-action
    • CAST. (n.d.). Comprehension. http://udlguidelines.cast.org/representation/comprehension
    • CAST. (n.d.). Language & Symbols. http://udlguidelines.cast.org/representation/language-symbols
    • CAST. (n.d.). Perception. http://udlguidelines.cast.org/representation/perception
    • CAST. (n.d.). Self regulation. http://udlguidelines.cast.org/engagement/self-regulation
    • CAST. (n.d.). Sustaining Effort & Persistence. http://udlguidelines.cast.org/engagement/effort-persistence
    • CAST. (n.d.). Recruiting Interest. http://udlguidelines.cast.org/engagement/recruiting-interest
    • OCALI. (n.d.). History of UDL. https://www.ocali.org/project/learn_about_udl/page/udl_history

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  • How to Implement Diagnostic Assessment Examples

    How to Implement Diagnostic Assessment Examples

    Diagnostic assessment examples can help ground the concepts of diagnostic assessment in education. Plus, these examples can be an effective tool in gauging student progress and comprehension of course concepts. 

    What is Diagnostic Assessment in Education?

    An essential part of course planning for instructors to consider is how to gauge student understanding of course concepts. At the beginning of each academic term, it’s important to consider the upcoming curriculum, and how to best assess students.

    Diagnostic assessment typically takes place at the start of a semester to evaluate a student’s current level of knowledge and skills and their strengths and weaknesses on a particular topic.

    Similar to ipsative assessments, where professors examine students’ prior work in order to assess their current knowledge and abilities, diagnostic assessments are a type of “assessment as learning.” This is distinct from “assessments of learning” or “assessments for learning.”

    Distinction Between Different Types of Assessments

    Assessment for learning, also known as formative assessments, make use of information about student progress to improve and support student learning and guide instructional strategies. They are generally instructor-driven but are for student and instructor use. Assessments for learning can occur throughout the teaching and learning process, using a variety of platforms and tools. They engage instructors in providing differentiated instruction and provide feedback to students to enhance their learning.

    Assessment as learning (formative assessment) involves active student reflection on learning, monitoring of their own progress by supporting students to critically analyze and evaluate their own learning. Contrarily, they are student-driven and occur throughout the learning process. 

    Assessment of learning (summative assessment) involves evidence of student learning to make judgments about student progress. They provide instructors with the opportunity to report evidence of meeting course objectives and typically occur at the end of a learning cycle using a variety of tools. The evaluation compares assessment information against criteria based on curriculum outcomes for the purpose of communicating to students about student progress and making informed decisions about the teaching and learning process.

    What are Diagnostic Assessments Used For?

    Students may write examples of diagnostic assessments to help professors gain insight into their existing awareness and capabilities both preceding and following instruction. As such, a diagnostic evaluation can be either:

    • A pre-course diagnostic assessment
    • A post-course diagnostic assessment

    Upon completion of a post-course diagnostic assessment, a professor can compare it against the student’s pre-course diagnostic assessment for that same course and semester in order to identify possible improvements in various specific areas. Professors can then use this information to adjust and adapt their curricula to better meet the needs of future students.

    Professors can utilize diagnostic assessment in education to plan individualized learning experiences for each student that provide both efficient and meaningful instruction.

    Examples of Diagnostic Assessment Tools and Technologies

    There are many different educational tools and technologies that enable professors and students to get instant results from learning, including Top Hat, Socrative, Kahoot, Quizziz, Mentimeter and Quizlet. Within each of these tools and technologies are several different examples of diagnostic assessments you can apply to various disciplines.

    Diagnostic Assessment Examples

    Diagnostic assessments can be conducted in many different ways, including as sets of written questions, such as in short answer or multiple choice form, as well as reflection exercises, long answer questions and creative projects.

    In courses containing group work, useful types of diagnostic assessments may include self-assessments in which group members each rate themselves based on various guidelines. The group then collects specific samples of each member’s prior work to understand the member’s mindset that led that member to give him or herself that rating.

    Different types of diagnostic assessments include:

    • Anticipation guides
    • Conference/interview
    • Formal assessment
    • Gap-closing
    • Graffiti walls
    • Journals
    • KWL
    • Mind maps
    • Parallel activity
    • Performance tasks
    • Posters
    • Quiz/test
    • Student surveys
    • Word splash

    Below, we share examples of how diagnostic assessments can be implemented in different disciplines, as well as easy-to-use tools that streamline the assessment design process for instructors.

    Diagnostic Assessment Examples for Physics

    In physics courses, instructors issue a set of conceptual questions to students at the start of the semester in order to assess the students’ current understanding of the fundamentals of physics.

    In certain educational disciplines, standardized diagnostic assessment examples have been developed that instructors can use for any course within that discipline. In physics, one of the most commonly used examples of diagnostic assessment is the Force Concept Inventory, which contains question sets about concepts, like gravity, velocity, mass and force, which are typically taught in a basic first-semester Newtonian physics course.

    Tools for Diagnostic Assessments in Physics

    Physics instructors can use Top Hat’s Polls and Quizzes feature to design diagnostic evaluations that engage students effectively. Use polls to demonstrate student understanding and see which course concepts may need further review. Frequent quizzes can be used to help students challenge themselves.

    Top Hat’s surveys and polls tools include checkpoints to help break lectures up into more manageable chunks, prompt discussions and motivate students to apply what they learn. Top Hat’s in-class polls and quizzes are multimedia-rich, helping professors engage students fully in the learning and assessment process. Examples of diagnostic assessment in education using these tools include click-on-target, word answer and word matching.

    Diagnostic Assessment Examples for Psychology

    The professor may conduct a survey in order to evaluate assumptions students currently hold about concepts like the nature of the mind versus human behavior.

    In psychology or sociology courses dealing with controversial or sensitive topics, instructors may conduct student surveys to allow learners to pose questions or potentially controversial viewpoints anonymously, allowing for more open classroom discussions and more thorough understandings of preconceived notions students might hold. 

    Examples of Diagnostic Assessment in Psychology Tools

    Socrative is a quiz and assessment website that lets instructors design interactive quizzes particularly suitable for complex topics in psychology, like bio-psychology, criminological psychology, statistics and research methods.

    D2L lets instructors create several types of diagnostic assessments for psychology, including quizzes, surveys and self-assessments.

    Diagnostic Assessment Examples for Creative and Fine Arts

    Instructors can also use pre-assessment and self-assessment tests to help better direct their effort to inspire their students to engage with class material by seeing what students already comprehend about the complexities of the creative process. They can also collect initial portfolios to judge fine-arts students’ artistic abilities while simultaneously conveying the course objectives.

    Examples of Diagnostic Assessment in Education in Creative Arts and Fine Arts Tools

    Besides allowing professors to create customized short-form quizzes, Canvas Quizzes also contains a special “Assignments” feature that lets students upload a file for assessment. This can include a piece of creative written, illustrated or even audio/visual material. That flexibility of media allows professors to examine a broader range of skills and competencies than can be assessed through simple question and answer assessments alone.

    Diagnostic Assessment Examples for STEM courses

    More than other subjects, math can create a particularly large amount of anxiety in students who struggle with the subject, yet it can be significantly more difficult for instructors to target math interventions for students. If math anxiety and issues with math aren’t properly identified and targeted soon enough, however, they could easily escalate into much more deeply-rooted learning problems even more challenging for students to overcome.

    Diagnostic assessments help professors gauge students’ current level of competency in complex problem-solving in a number of prerequisite areas before beginning to teach them concepts intended to build upon that knowledge. This may include basic algebraic manipulations, cell cycles, solving equations and chemical equations. By implementing data-driven approaches, professors can specifically examine how students think about math and what strategies and skills they bring with them to approach a math problem.

    An effective diagnostic assessment for math typically examines only one skill or set of skills at a time. That way, professors can more easily identify areas and concepts where students may be in need of further review.

    Tools for Diagnostic Assessments in STEM courses

    Top Hat offers a suite of secure tests and exam features that allow instructors to create diagnostic assessments for both in-person and online learning settings with equal ease and efficiency. Whether remote and proctored diagnostic assessment for math or on-premise and open book diagnostic assessment for math, Top Hat’s secure tests and exams feature lets you choose from 14 different question types or access the Top Hat Catalog and select from a variety of pre-made test banks for mathematics diagnostic assessment.

    For online testing, you can verify identities and devices, monitor activity and receive reports flagging irregular behavior. You can create, deploy and receive exams all in one place and have the exams auto-graded. Helping make mathematics diagnostic assessment easier, you can also customize question types and assignment settings and you can let students upload mathematics diagnostic assessment projects as PDF files, spreadsheets and slide presentations.

    Key Examples of Diagnostic Assessments

    Unit Pretests

    Unit pretests are a type of diagnostic evaluation tool that does not involve students receiving any grades. Instead, unit pretests are a diagnostic test in education example of how to determine a student’s awareness of a certain unit or module of learning within a larger course before proceeding to learn it. This type of diagnostic test in education example may include multiple-choice or fill-in-the-blank questions, as opposed to those of a more open-ended nature. For best use of these examples of a diagnostic test in education, unit pretests are most effective when concentrated on the core skill or concept for students to understand rather than the finer minutiae of the subject matter.

    Exit Tickets

    Exit tickets are a straightforward example of how to most effectively gauge student understanding after teaching a lesson, when you’re looking to see how effectively your students have met the objectives for that lesson or unit.

    Instructors ask students a simple question relating to a key concept taught in the lesson they’ve just concluded. Students jot down their answers on a “ticket” they deliver to the instructor upon their “exit” from the classroom. This allows instructors to adapt and adjust their curriculum for the following lesson or semester to align actual exit ticket results more closely with desired outcomes.

    Conclusion

    Diagnostic assessment examples like these provide instructors insights that help them to better create curricula customized to their students’ current level of knowledge, skills, strengths and weaknesses and, thereby, to better aid their students in achieving the objectives of the course. Likewise, professors can apply examples of diagnostic assessment in education like these after teaching a lesson or course in order to determine how well the objectives for that lesson or course were met and, based on that information, better strategize and adapt the curriculum for the next lesson or course.

    As these diagnostic assessment examples show, diagnostic evaluations are generally informal and simple to use. They typically require no high-level training to create and don’t require following any standardized protocol. Instructors can alter or more finely tune their assessment methods any time they wish. Instructors can share what they discover through the various types of diagnostic assessments they use with their peers quickly and easily. These examples of diagnostic tests in education and others like them work for any discipline and, most importantly, once applied with the right tools and technologies, diagnostic assessments in education show fast and efficient results.

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