Tag: building student engagement

The Art of Collaboration: Designing Assignments That Work – Faculty Focus
Inclusivity and feelings of psychological safety in the classroom should not be reserved solely for K-12 learning environments. Students in higher education also deserve nurturing spaces that focus on utilizing their personalized strengths and needs to foster increased academic and social development. A costly misconception is that pedagogical approaches in higher education must be lecture-based and teacher-led. Instead, it is an educator’s responsibility to design cooperative learning structures that facilitate comfort and collaboration regardless of grade level. These practical techniques will develop critical thinking and problem-solving abilities by creating intentional opportunities to enhance social and communication skills. The fundamental question becomes: How can educators plan for and deliver instructional content that is relatable and meaningful?

According to a recent survey by Salesforce (2022), just 12% of college students felt a strong sense of belonging in their institutions. Feelings of disconnection from their peers and institutions persisted after students returned to campus from remote learning during the COVID-19 pandemic. To address this dismal response to education, we must promote inclusive and respectful learning environments that foster engagement, motivation, and active discourse.

Purposeful Application to Teamwork

A practical and successful strategy is to design performance tasks using cooperative learning structures deliberately. Aside from promoting positive interdependence and individual accountability, students participate equally through simultaneous interactions. These actionable, collaborative strategies help educators navigate their role as facilitators, guiding and responding rather than lecturing and directing.

In an undergraduate education course, I establish a positive tone by holding morning meetings at the start of every class. The intention is to incorporate short, structured routines that foster community, address social-emotional needs, and transition students to the day’s lesson. Purposefully, I provide opportunities for students to connect and practice the social skills necessary to participate in rigorous critical thinking and problem-solving tasks. The goal is to elicit positive peer interactions and foster a sense of belonging and trust where students consider multiple perspectives and actively engage in an inclusive and receptive learning environment.

To enrich their classroom experience, I align cooperative learning structures with the lesson outcomes, ensuring that 21st-century, real-world content tasks are purposeful and authentic. Motivated by intentional opportunities for collaboration, students actively process information in favorable conditions that are both supportive and stimulating.

Unlike group work, cooperative learning activities are highly structured, with defined roles, steps, and time limits. With transparent directions, every student knows exactly what to do. Another key difference is that these structures promote built-in accountability and equal participation, requiring everyone to contribute through regular interaction and processing.

When considering a teacher’s pedagogical content knowledge, eliciting student feedback is paramount. Responding to end of course surveys, student reflections highlight the importance of the affective domain through several emerging pivotal themes. Students emphasized the significance of engaging, inclusive, and supportive learning environments. This aligns with findings from the literature, which posits that allowing students to apply course content in innovative and engaging ways fosters a deeper understanding and a heightened sense of ownership in learning (Singha & Singha, 2024). Given these findings, creating a classroom community through collaboration increases motivation and encourages students to develop their critical thinking skills and analyze problems more effectively.

Some students conveyed appreciation for interactive, relational, and consistently structured learning experiences. One student communicated, “I felt heard, valued, and important in this class… everyone truly has the opportunity to openly share without judgment.” These emotional and interpersonal experiences support long-term learning and boost goal-directed behaviors.

Another key theme was the acknowledgment of active, collaborative, and applied learning activities. One student articulated the need for relatable, real-world, authentic tasks, stating, “My favorite activity was creating videos to connect with the assignments in class.” This reflection highlights the notion that students in higher education value opportunities that enable them to transition from passive consumers of information to active participants in the learning process (Ribeiro-Silva et al., 2022). Moreover, recent research supports the implementation of faculty professional development programs focused on active learning instruction and engaging students in college classrooms (Park & Xu, 2024).

Implications for Faculty

To design assignments that work and adopt a reflective framework in your own instruction, consider implementing the following practices:
1. Set Clear Learning Objectives: Ensure students understand what they are expected to accomplish during collaboration. Cooperative learning is most effective when aligned with specific outcomes, especially those that require higher-order thinking (analysis, synthesis, and application). Identify what students should know, do, or be able to explain by the end of the activity.
1. Design Purposeful and Flexible Groups: Keep it interesting and diversify student groups. Avoid simple tasks that can be done individually—design work that fosters interdependence and leverages diverse perspectives. Create tasks that are complex enough to require collaboration (e.g., solving a case study, evaluating evidence, or designing a project).
1. Structure Group Roles and Expectations: Assign roles based on instructional content to ensure equal participation and engagement among group members. Structured roles promote engagement and accountability. Rotate roles to ensure individual accountability and contribution.
1. Monitor and Support Groups in Real Time: Circulate during group work, check for understanding, and intervene as needed to guide discussion or clarify misconceptions. Guide communication, active listening, respectful disagreement, and group decision-making. Active monitoring shows students their work matters and allows faculty to model and scaffold skills often.
1. Encourage Metacognition: Provide opportunities for students to reflect on their group work experiences and the processes involved. Reflection reinforces academic content and collaboration skills.
By implementing collaborative techniques, faculty can motivate students to apply content knowledge that will prepare their future success in relatable, real-world contexts and encourage the development and maintenance of the interpersonal skills necessary for lifelong learning. Furthermore, by refining our pedagogical practices, we can foster a more robust society with confident, culturally competent, and self-aware leaders of tomorrow.

Final Reflections

Former U.S. Secretary of Education Miguel Cardona quoted the African proverb, “If you want to go fast, go alone. If you want to go far, go together.” University settings often overlook effective pedagogical approaches that incorporate collaboration, limiting opportunities for meaningful learning experiences that enhance understanding, sustain motivation, and spark intellectual curiosity. By designing, facilitating, monitoring, and evaluating inclusive learning spaces, we can contribute to a sense of belonging and bring joy back into the classroom.

Dr. Ana Figueroa is an assistant professor of education at the University of Tampa and the Lead Instructor of the Education Foundations and Human Exceptionalities courses in the undergraduate program. Her research interests include differentiated instruction, progress monitoring, teacher mindset, and highly effective instructional strategies. She champions equitable instruction for all learners.

References

Kagan, Spencer, and Miguel Kagan. Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing, 2021.

Namahoe, K. (2022, April 15). Secretary Cardona’s 6 Pathways Forward in Education. ascd.org. December 29, 2024, https://ascd.org/blogs/secretary-cardonas-6-pathways-forward-in-education

Park, Elizabeth S., and Di Xu. “The Effect of Active Learning Professional Development Training on College Students’ Academic Outcomes.” Journal of Research on Educational Effectiveness 17, no. 1 (December 20, 2024): 43–64. https://doi.org/10.1080/19345747.2022.2151954.

Ribeiro-Silva, Elsa, Catarina Amorim, José Luis Aparicio-Herguedas, and Paula Batista. “Trends of Active Learning in Higher Education and Students’ Well-Being: A Literature Review.” Frontiers in Psychology 13 (April 18, 2022). https://doi.org/10.3389/fpsyg.2022.844236.

“Salesforce,” October 6, 2022. https://www.salesforce.com/news/stories/higher-education-statistics-trends-2022/.

Singha, Ranjit, and Surjit Singha. “Educational Innovation Transforming Higher Education for Workforce Readiness.” Advances in Higher Education and Professional Development, January 29, 2024, 37–55. https://doi.org/10.4018/979-8-3693-0517-1.ch003.
Source link
July 16, 2025
The Art of Collaboration: Designing Assignments That Work – Faculty Focus
Inclusivity and feelings of psychological safety in the classroom should not be reserved solely for K-12 learning environments. Students in higher education also deserve nurturing spaces that focus on utilizing their personalized strengths and needs to foster increased academic and social development. A costly misconception is that pedagogical approaches in higher education must be lecture-based and teacher-led. Instead, it is an educator’s responsibility to design cooperative learning structures that facilitate comfort and collaboration regardless of grade level. These practical techniques will develop critical thinking and problem-solving abilities by creating intentional opportunities to enhance social and communication skills. The fundamental question becomes: How can educators plan for and deliver instructional content that is relatable and meaningful?

According to a recent survey by Salesforce (2022), just 12% of college students felt a strong sense of belonging in their institutions. Feelings of disconnection from their peers and institutions persisted after students returned to campus from remote learning during the COVID-19 pandemic. To address this dismal response to education, we must promote inclusive and respectful learning environments that foster engagement, motivation, and active discourse.

Purposeful Application to Teamwork

A practical and successful strategy is to design performance tasks using cooperative learning structures deliberately. Aside from promoting positive interdependence and individual accountability, students participate equally through simultaneous interactions. These actionable, collaborative strategies help educators navigate their role as facilitators, guiding and responding rather than lecturing and directing.

In an undergraduate education course, I establish a positive tone by holding morning meetings at the start of every class. The intention is to incorporate short, structured routines that foster community, address social-emotional needs, and transition students to the day’s lesson. Purposefully, I provide opportunities for students to connect and practice the social skills necessary to participate in rigorous critical thinking and problem-solving tasks. The goal is to elicit positive peer interactions and foster a sense of belonging and trust where students consider multiple perspectives and actively engage in an inclusive and receptive learning environment.

To enrich their classroom experience, I align cooperative learning structures with the lesson outcomes, ensuring that 21st-century, real-world content tasks are purposeful and authentic. Motivated by intentional opportunities for collaboration, students actively process information in favorable conditions that are both supportive and stimulating.

Unlike group work, cooperative learning activities are highly structured, with defined roles, steps, and time limits. With transparent directions, every student knows exactly what to do. Another key difference is that these structures promote built-in accountability and equal participation, requiring everyone to contribute through regular interaction and processing.

When considering a teacher’s pedagogical content knowledge, eliciting student feedback is paramount. Responding to end of course surveys, student reflections highlight the importance of the affective domain through several emerging pivotal themes. Students emphasized the significance of engaging, inclusive, and supportive learning environments. This aligns with findings from the literature, which posits that allowing students to apply course content in innovative and engaging ways fosters a deeper understanding and a heightened sense of ownership in learning (Singha & Singha, 2024). Given these findings, creating a classroom community through collaboration increases motivation and encourages students to develop their critical thinking skills and analyze problems more effectively.

Some students conveyed appreciation for interactive, relational, and consistently structured learning experiences. One student communicated, “I felt heard, valued, and important in this class… everyone truly has the opportunity to openly share without judgment.” These emotional and interpersonal experiences support long-term learning and boost goal-directed behaviors.

Another key theme was the acknowledgment of active, collaborative, and applied learning activities. One student articulated the need for relatable, real-world, authentic tasks, stating, “My favorite activity was creating videos to connect with the assignments in class.” This reflection highlights the notion that students in higher education value opportunities that enable them to transition from passive consumers of information to active participants in the learning process (Ribeiro-Silva et al., 2022). Moreover, recent research supports the implementation of faculty professional development programs focused on active learning instruction and engaging students in college classrooms (Park & Xu, 2024).

Implications for Faculty

To design assignments that work and adopt a reflective framework in your own instruction, consider implementing the following practices:
1. Set Clear Learning Objectives: Ensure students understand what they are expected to accomplish during collaboration. Cooperative learning is most effective when aligned with specific outcomes, especially those that require higher-order thinking (analysis, synthesis, and application). Identify what students should know, do, or be able to explain by the end of the activity.
1. Design Purposeful and Flexible Groups: Keep it interesting and diversify student groups. Avoid simple tasks that can be done individually—design work that fosters interdependence and leverages diverse perspectives. Create tasks that are complex enough to require collaboration (e.g., solving a case study, evaluating evidence, or designing a project).
1. Structure Group Roles and Expectations: Assign roles based on instructional content to ensure equal participation and engagement among group members. Structured roles promote engagement and accountability. Rotate roles to ensure individual accountability and contribution.
1. Monitor and Support Groups in Real Time: Circulate during group work, check for understanding, and intervene as needed to guide discussion or clarify misconceptions. Guide communication, active listening, respectful disagreement, and group decision-making. Active monitoring shows students their work matters and allows faculty to model and scaffold skills often.
1. Encourage Metacognition: Provide opportunities for students to reflect on their group work experiences and the processes involved. Reflection reinforces academic content and collaboration skills.
By implementing collaborative techniques, faculty can motivate students to apply content knowledge that will prepare their future success in relatable, real-world contexts and encourage the development and maintenance of the interpersonal skills necessary for lifelong learning. Furthermore, by refining our pedagogical practices, we can foster a more robust society with confident, culturally competent, and self-aware leaders of tomorrow.

Final Reflections

Former U.S. Secretary of Education Miguel Cardona quoted the African proverb, “If you want to go fast, go alone. If you want to go far, go together.” University settings often overlook effective pedagogical approaches that incorporate collaboration, limiting opportunities for meaningful learning experiences that enhance understanding, sustain motivation, and spark intellectual curiosity. By designing, facilitating, monitoring, and evaluating inclusive learning spaces, we can contribute to a sense of belonging and bring joy back into the classroom.

Dr. Ana Figueroa is an assistant professor of education at the University of Tampa and the Lead Instructor of the Education Foundations and Human Exceptionalities courses in the undergraduate program. Her research interests include differentiated instruction, progress monitoring, teacher mindset, and highly effective instructional strategies. She champions equitable instruction for all learners.

References

Kagan, Spencer, and Miguel Kagan. Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing, 2021.

Namahoe, K. (2022, April 15). Secretary Cardona’s 6 Pathways Forward in Education. ascd.org. December 29, 2024, https://ascd.org/blogs/secretary-cardonas-6-pathways-forward-in-education

Park, Elizabeth S., and Di Xu. “The Effect of Active Learning Professional Development Training on College Students’ Academic Outcomes.” Journal of Research on Educational Effectiveness 17, no. 1 (December 20, 2024): 43–64. https://doi.org/10.1080/19345747.2022.2151954.

Ribeiro-Silva, Elsa, Catarina Amorim, José Luis Aparicio-Herguedas, and Paula Batista. “Trends of Active Learning in Higher Education and Students’ Well-Being: A Literature Review.” Frontiers in Psychology 13 (April 18, 2022). https://doi.org/10.3389/fpsyg.2022.844236.

“Salesforce,” October 6, 2022. https://www.salesforce.com/news/stories/higher-education-statistics-trends-2022/.

Singha, Ranjit, and Surjit Singha. “Educational Innovation Transforming Higher Education for Workforce Readiness.” Advances in Higher Education and Professional Development, January 29, 2024, 37–55. https://doi.org/10.4018/979-8-3693-0517-1.ch003.
Source link
July 16, 2025
Reimagining the Flipped Classroom: Integrating AI, Microlearning, and Learning Analytics to Elevate Student Engagement and Critical Thinking – Faculty Focus

The traditional flipped classroom model, which reverses the conventional lecture-homework structure, has evolved significantly since its inception. In the digital era, especially post-pandemic, this strategy has gained renewed importance for fostering active learning, critical thinking, and academic resilience. Today, the flipped classroom is no longer just about moving lectures online but about curating immersive, personalized learning environments. The integration of Artificial Intelligence (AI), microlearning, and learning analytics provides new dimensions to this pedagogical approach, enhancing both student preparation and in-class engagement. This article explores how these three components can reshape flipped learning and address persistent challenges such as student unpreparedness, fear of participation, and lack of motivation.

Flipped Classroom 2.0: Enriching the Core Strategy

The original flipped classroom model aimed to reverse the traditional structure of education by shifting the transmission of basic content, often done through lectures, outside the classroom, while using face-to-face class time for active engagement and problem-solving. While this model offered significant benefits, the ever-changing dynamics of education in the digital era demand a more adaptive and responsive framework. This has led to the evolution of Flipped Classroom 2.0, a pedagogy that not only retains the foundational principles of the original model but enhances them with modern technologies and learner-centered practices.

AI Tools

In the Flipped Classroom 2.0 model, the learning process is amplified by integrating Artificial Intelligence (AI) tools, which help personalize student learning pathways. AI-enabled systems such as adaptive learning platforms, chatbots, and generative tools like ChatGPT can provide students with on-demand explanations, simulate peer discussions, offer low-stakes quizzes, and give instant feedback. This technological support allows students to learn at their own pace and revisit complex material without feeling anxious or dependent solely on the instructor. From the educator’s side, AI tools help identify patterns in learner behavior and performance, allowing for more targeted interventions during class time.

Microlearning

Microlearning plays a central role in supporting pre-class preparation under the Flipped Classroom 2.0 framework. Instead of overwhelming students with lengthy video lectures or dense readings, microlearning delivers short, focused modules that concentrate on single learning objectives. These modules are ideal for students who are accustomed to fast-paced digital environments and may have limited attention spans. Microlearning enhances retention by segmenting information and reinforcing key concepts through repetition and brief assessments. It also empowers students to learn efficiently on mobile devices and during flexible hours, which is particularly valuable in hybrid and online learning contexts.

Learning Analytics

Learning analytics represents another foundational component of the Flipped Classroom 2.0 design. By utilizing Learning Management Systems (LMS) and built-in analytics dashboards, instructors can gain valuable insights into which students have completed pre-class activities, how they have performed, and where they may need additional support. Analytics tools also promote student accountability, as learners are able to track their own progress and receive early alerts when they are falling behind. These data-driven approaches make it possible to transition from reactive teaching to proactive guidance.

Collectively, these innovations: AI, microlearning, and learning analytics, enhance the effectiveness of the flipped classroom by aligning content delivery, student support, and real-time feedback. Flipped Classroom 2.0 is not merely a technological upgrade; it is a reimagined learning experience that promotes self-directed learning, critical thinking, and inclusivity. It encourages students to become active participants rather than passive recipients, and it positions educators as facilitators and data-informed decision-makers in the learning process.

Understanding Student Resistance in the Digital Era

Unpreparedness often stems not from laziness or disinterest, but from deeper psychological or contextual barriers that influence a student’s ability to engage. In many cases, students may feel overwhelmed by the unfamiliarity of new instructional models or lack the confidence needed to navigate them successfully. This resistance is especially prominent in environments where flipped classroom strategies are introduced abruptly or without adequate scaffolding. In digitally enhanced learning spaces, Artificial Intelligence tools can serve as diagnostic aids to help educators understand the roots of student resistance.

By monitoring metrics such as time spent on tasks, levels of participation, and types of interactions within pre-class activities, AI systems can identify patterns of disengagement or confusion. For example, if students frequently abandon certain video modules or quiz sections, this may signal content complexity, misalignment with learning styles, or underlying cognitive fatigue. Moreover, many students, especially those transitioning from traditional learning environments, may carry negative assumptions about active learning approaches. They may perceive them as chaotic, unpredictable, or more demanding than passive learning formats. Educators must dig deeper to explore these sentiments and confront the emotional undercurrents that influence classroom behavior. Addressing resistance with empathy, transparency, and gradual acclimatization is crucial for long-term student buy-in.

Addressing Fear Through Technology-Supported Safety

Fear is one of the most formidable barriers to classroom participation. Whether it’s the fear of giving incorrect answers, speaking publicly, or being judged by peers, these emotions can significantly hinder student engagement. In the flipped classroom, where much of the responsibility for learning shifts to students, this fear may become even more pronounced if not properly addressed. Technology, particularly AI-driven tools, can be strategically used to create psychologically safe learning environments. For example, private practice environments powered by chatbots or simulations can offer students a space to make mistakes, ask questions, and rehearse ideas without fear of embarrassment. These tools are particularly beneficial for introverted students or those who lack confidence in their subject knowledge.

Microlearning also plays a vital role in reducing anxiety. By breaking down complex content into manageable chunks, students can focus on mastering one concept at a time. This incremental mastery builds confidence and reduces cognitive overload. When paired with formative assessments and feedback loops, microlearning helps normalize error-making as part of the learning process. Analytics further enhance psychological safety by providing both educators and students with objective data on progress. When students see that others are also struggling with the same concepts or that their performance is gradually improving, they are more likely to perceive learning as a collective and iterative journey.

Making Learning Visible with Analytics and Scaffolds

Visibility of learning progress is essential in maintaining student accountability and fostering meaningful classroom interactions. In traditional flipped classrooms, instructors often face the challenge of determining whether students have genuinely completed pre-class tasks or engaged with the material in a substantive way.

Flipped Classroom 2.0 addresses this issue by leveraging data and scaffolding techniques that make learning both measurable and visible. Learning analytics tools embedded in LMS platforms can track completion rates, quiz scores, engagement time, and areas of difficulty. This data is accessible to both teachers and students through visual dashboards, which serve as powerful motivators and intervention tools. Educators can use this information to adjust instruction, form differentiated groups and provide individualized support. Scaffolding further supports this visibility. Templates, guided note-taking structures, interactive mind maps, and learning journals help students organize their thoughts and reflect on their understanding. When integrated with AI, these scaffolds can be customized based on student performance and learning preferences. This transparency not only improves learning outcomes but also enhances communication between instructors and students.

Designing Pre-Class Work That Drives In-Class Success

A key feature of the flipped classroom model is the dependency on students completing pre-class work so they can actively participate in class discussions and activities. However, the perceived value of pre-class tasks directly influences student compliance and effort. To elevate this value, educators must clearly connect pre-class preparation with in-class success. AI can support this connection by generating customized content summaries, quizzes, and diagnostic questions based on each student’s pre-class performance. For instance, if a student demonstrates mastery of foundational concepts, they can be prompted with higher-order questions to challenge their thinking. Conversely, students who struggle can be provided with remedial resources and practice modules. In-class activities should build directly on pre-class efforts. Group discussions, simulations, debates, and problem-solving exercises should reference or utilize outputs from the pre-class assignments. This integration reinforces the message that preparation is essential for success and ensures that students recognize the practical benefits of investing time in asynchronous learning.

Gamification techniques, such as digital badges, progress milestones, and peer recognition can further motivate students to complete pre-class tasks. When these activities contribute to course grades or unlock exclusive learning opportunities, their relevance is amplified.

Establishing Routine and Engagement with Focusing Activities

The transition from asynchronous pre-class learning to synchronous in-class application can be challenging if not facilitated through structured routines. Focusing activities, particularly those conducted at the beginning of class, serve as critical bridges that help students activate prior knowledge and reorient their attention. These activities may include short reflective prompts, polls, problem-solving warmups, or collaborative brainstorming sessions. When enhanced with technology, focusing activities become even more impactful. For example, AI-driven polling platforms can pose adaptive questions tailored to the students’ recent performance.

Visualization tools can help students construct or revise concept maps based on their understanding of the pre-class content. Establishing predictable routines around these activities builds habits of participation. Over time, students internalize the rhythm of flipped learning: prepare independently, apply collaboratively, reflect continuously. Such engagement patterns increase cognitive readiness and reduce classroom management challenges.

Avoiding Pitfalls in Tech-Enhanced Flipped Classrooms

While Flipped Classroom 2.0 offers numerous benefits, its success is contingent upon thoughtful implementation. Several common pitfalls can undermine the model’s effectiveness. One of the most prevalent mistakes is treating technology as a substitute for pedagogy. Simply replacing lectures with videos or adding quizzes does not constitute a true flip. Without alignment to learning objectives and instructional goals, these tools can confuse rather than support learners.

Another challenge is content overload. Students may feel overwhelmed if asked to review long readings, videos, and quizzes without clear guidance or purpose. Microlearning and scaffolding should be used to break down materials and provide learning pathways that are manageable and coherent. Educator readiness is another often-overlooked factor. Successful adoption of AI tools and data dashboards requires faculty training and support. Instructors must be equipped not only with technical skills but also with an understanding of how to interpret analytics and adjust pedagogy accordingly.

Lastly, student feedback should be incorporated into the design and refinement of flipped classroom practices. Continuous evaluation, surveys, and informal check-ins can reveal usability issues and highlight opportunities for improvement.

Toward a Future-Ready Learning Model

Reimagining the flipped classroom requires more than adopting trendy tools, it demands a philosophical shift. By combining AI, microlearning, and learning analytics, educators can create classrooms that are not only flipped but also fluid, feedback-driven, and future-ready. These strategies support student autonomy, foster critical thinking, and build academic resilience in an unpredictable world. The next frontier of flipped learning is not about technology for its own sake, but about purposeful integration that places learners at the center.

N. P. K. Ekanayake

Ms. Neranjana Priyangani Kumari Ekanayake, a senior lecturer at the University of Kelaniya, teaches Investment and Portfolio Management, Enterprise Resource Planning, Behavioural Finance, and Advanced Management Accounting. She holds a BBA in Accounting (Special) and an MSc in MMs. Neranjana Priyangani Kumari Ekanayake, a senior lecturer at the University of Kelaniya, teaches Investment and Portfolio Management, Enterprise Resource Planning, Behavioural Finance, and Advanced Management Accounting. She holds a BBA in Accounting (Special) first-class and an MSc in Management (Specialized in Finance) and is a CIMA passed finalist. Further she has completed a Diploma in Enterprise Resource Planning in University of Kelaniya.

N.K.L. Silva

Ms. Nilanthige Kaushalya Lakmali Silva is a Lecturer at the Department of Accountancy, University of Kelaniya. She teaches Management, Economics, Human Resource Management, Marketing Management, Strategic Management and Information Management. Ms. Silva holds a B.B.Mgt. (Special) Degree in Accountancy with a First-Class Honours and an M.Sc. in Management with a Merit. Her research interests include major areas of Accounting and Finance, with a particular focus on Sri Lanka’s Capital Markets, Micro and Macro Economic Environment, Corporate Governance, and Corporate Fraud. She has published several research papers in academic journals and conference proceedings. She is a CMA Sri Lanka Passed Finalist and has completed the Diploma in Banking and Finance at the Institute of Bankers of Sri Lanka.

References

Berrett, D. (2012, February 19). How “flipping” the classroom can improve the traditional lecture. Chronicle of Higher Education. https://www.chronicle.com/article/how-flipping-the-classroom-can-improve-the-traditional-lecture/130857

Gerstein, J. (2012, May 15). Flipped classroom: The full picture for higher education. User Generated Education. https://usergeneratededucation.wordpress.com/2012/05/15/flipped-classroom-the-full-picture-for-higher-education/

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July 2, 2025
Integrating Systems Thinking to Enhance Liberal Arts Curriculum through Learner-Centered Teaching – Faculty Focus
Liberal arts education empowers individuals to become well-rounded to handle complexity, diversity, and change by providing broad knowledge of the world and in-depth study in a specific area. It fosters social responsibility, strong intellectual and practical skills, and the ability to think critically to apply knowledge in real-world settings, combining general education with specialized study (Barker, 2000). Today’s modern liberal education typically encompasses a general education curriculum that offers extensive learning across various multiple disciplines and perspectives, paired with focused study in a chosen major.

Liberal arts education has long been valued for its broad-based approach to learning, fostering critical thinking, creativity, and a well-rounded knowledge base. However, in an increasingly complex and interconnected world, there is a growing need to enhance this traditional model with innovative teaching methods (Barker, 2000). Systems thinking and learning-centered teaching are two such approaches that, when integrated, can significantly enrich the liberal arts educational experience (Forrester, 2016). Key learning outcomes from a Liberal Arts Curriculum include:
- A liberal arts curriculum fosters a comprehensive understanding of human cultures and the physical and natural world through diverse fields such as sciences, mathematics, social sciences, humanities, histories, languages, and the arts. This knowledge is deepened by engaging with significant, both contemporary and enduring, real-world problems.
- Additionally, it cultivates intellectual and practical skills, including inquiry and analysis, critical and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork, and problem-solving. These skills are honed extensively across the curriculum, within the context of increasingly challenging problems, projects, and performance standards.
Systems Thinking Principles and Framework for Liberal Arts Curriculum and Interdisciplinary Learning

Systems thinking is a powerful tool for promoting students’ holistic thinking, interdisciplinary learning, critical and creative thinking skills for problem solving (Meadows, 2008; Richmond, 1994, 2000). Systems thinking complements interdisciplinary learning. For example, environmental science applies systems thinking to study ecosystems and environmental sustainability, integrating ecological, economic, and social dimensions to address environmental challenges holistically. Economics utilizes systemic relationships and feedback loops in its models to analyse market dynamics, resource allocation, and the impact of economic policies on various sectors. Sociology examines social systems through their structures, functions, and interactions, using systems thinking to understand societal issues like inequality, social change, and community dynamics. This synergy between systems thinking and liberal arts curriculum enhances students’ learning and ability to:
1. Identify Patterns and Relationships: Systems thinking helps students recognize patterns and relationships across disciplines, fostering a deeper understanding of how various factors interact within a system.
1. Develop Holistic Solutions: By considering the broader context, students can develop more holistic and sustainable solutions to complex problems.
1. Enhance Critical Thinking: Systems thinking encourages critical analysis and the ability to see beyond surface-level issues, promoting a more nuanced and informed approach to problem-solving.
For this it is essential to introduce the concepts and principles of systems thinking (Figure 1). It is essential for students to learn a variety of systems thinking concepts and tools such as plotting dynamic behaviour patterns (behaviour over-time graphs, BOTGs), causal loops diagrams (CLDs) with reinforcing (R) and balancing (B) feedback loops, system archetypes for constructing models (see for example, Meadows, 2008; Richmond, 1994, 2000; Sterman, 2000).

Figure 1. Tools of systems thinking

Applying these systems thinking tools and concepts students will be able to make connections between disciplines to achieve the intended learning outcomes through integrated learning and problem-solving skills.

Purpose and System/Problem Boundary Identification
- Purpose: In liberal arts, the purpose is to develop well-rounded individuals with critical thinking, problem-solving, and ethical reasoning skills. Systems thinking helps students understand the broader purpose of their education and how different disciplines interconnect.
- System or Problem Boundary Identification: This involves defining what is included within the system and what is excluded. In liberal arts, this helps students delineate the scope of their studies and understand the limits of their knowledge.
Causation and Feedback Loops
- Causation: Understanding cause-and-effect relationships is crucial in liberal arts. Systems thinking helps students analyze how different factors influence each other within a system.
- Feedback loops: This involves recognizing how outputs of a system can loop back as inputs, influencing future behavior. In liberal arts, this principle helps students understand dynamic interactions and long-term consequences of actions.
Validity Criteria and Experiment Design for Validity
- Validity Criteria: Establishing criteria to assess the validity of information and arguments is essential in liberal arts. Systems thinking provides tools to evaluate the reliability and relevance of data.
- Experiment Design for Validity: Designing experiments or studies to test hypotheses and validate theories is a key skill. Systems thinking helps students create robust experimental designs to identify the policy levers that account for complex variables.
Policy Space and Experiment Design for Policy
- Policy Space: This involves exploring different policy options and their potential impacts. In liberal arts, students learn to consider various perspectives and the broader implications of policies.
- Experiment Design for Policy: Designing experiments to test policy interventions helps students understand the practical applications of their studies. Systems thinking aids in creating comprehensive policy experiments that consider multiple factors.
Integration of Systems Approach and Learner-Centered Teaching

Learner-centered teaching, as outlined by Weimer (Weimer 2010, 2013), fundamentally transforms the traditional classroom into dynamic, placing students at the heart of their educational journey. This approach not only involves students in the intricate process of learning but also empowers them to take charge of their educational experiences. By fostering reflection, collaboration, and explicit skill development, learner-centered teaching equips students with critical thinking and problem-solving skills essential for lifelong learning and success. When this approach is harmoniously integrated with essential pedagogical actions for engaging in activities that require independent work or collaboration, students have the chance to discover their preferred learning methods, solve problems, and explore concepts on their own or with peers. Thus, this holistic approach empowers learners to become active, self-directed participants in their educational journey, preparing them for the challenges of the modern world (Blumberg, 2019).

Liberal arts education faces several challenges, including the need to stay relevant in a rapidly changing world and to equip students with skills that are applicable across various fields. Integrating systems thinking and learning-centered teaching can address these challenges by making education more dynamic, interactive, and applicable to real-life situations (Forrester, 2016). For example, a history course might use systems thinking to analyze historical events within broader social, economic, and political contexts, while employing learning-centered techniques to encourage students to draw parallels with contemporary issues. Integrating systems thinking into liberal arts education can be achieved through various learner-centered strategies:
1. Interdisciplinary Courses: Designing courses that explicitly incorporate systems thinking and draw on multiple disciplines can help students see the connections between different fields of study.
1. Project-Based Learning: Encouraging students to work on projects that require interdisciplinary collaboration and systems thinking can enhance their problem-solving skills and real-world application of knowledge.
1. Collaborative Learning Environments: Creating learning environments that promote collaboration and dialogue among students from diverse academic backgrounds can foster a culture of interdisciplinary learning.
In conclusion, teaching in a liberal arts classroom, learner-centered environments empower students to build their own understanding by drawing on their prior knowledge, beliefs, and cultural practices. By incorporating systems thinking into the design and implementation of liberal arts curriculum and interdisciplinary course content, institutions can further enhance students’ holistic thinking and creative problem-solving skills.

Dr. Bellam Sreenivasulu earned his Ph.D. in Chemistry from the National University of Singapore. He has taught at NUS, SUTD, and MDIS, and co-taught with MIT faculty at SUTD in Singapore. Currently, he is a Senior Lecturer at Residential College 4, NUS. He specializes in Systems Thinking and System Dynamics (ST&SD) education, focusing on energy systems, sustainable energy production, energy supply and demand, energy security, and carbon emissions. He also teaches a course on sleep health using systems approach. Passionate about interdisciplinary and learner-centered teaching and research.

References

Blumberg, P. (2019). Making learning-centered teaching work: Practical strategies for implementation (2nd ed.) Stylus.

Barker, C.M. (2000). Liberal Arts Education for a Global Society. New York: Carnegie Corporation of New York.

Forrester, J. W. (2016). Learning through System Dynamics as Preparation for the 21st Century. System Dynamics Review, 32, 187−203

Meadows, D. (2008). Thinking in Systems: A Primer (Chelsea Green Publishing, Hartford, VT).

Richmond, B. (2000). The “Thinking” in Systems Thinking: Seven Essential Skills (Pegasus Communications, Waltham, MA).

Weimer, M. (2010). Inspired college teaching. San Francisco, CA: Jossey-Bass.

Weimer, M. (2013). Learner-centered teaching: Five key changes to practice (2nd ed.). San Francisco, CA: Jossey Bass.
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June 23, 2025

Why I Stopped Starting Class with Content—and What Happened Instead – Faculty Focus

Let me tell you something no one wants to admit: content is boring.

There. I said it.

It’s not that the ideas themselves aren’t important—it’s that we’ve turned teaching into a conveyor belt of information. Slide decks. Learning objectives. Case summaries. I did it for years, starting every session with the clean, structured logic of “what we’re going to cover today.” And every time, I could feel it: the emotional temperature of the room dropping by a degree with each bullet point.

Then one day, I threw it all out. I walked into my classroom and started with a question I didn’t know the answer to.

“Why do organizations love change, but hate their changemakers?”

The room blinked back at me. One student tilted their head. Another smiled. Someone raised an eyebrow. Then: silence.

And in that silence?

Engagement.

The Paradox Effect

That one question—unresolved, unanswerable, alive—did more to wake up my students than any HBR case ever had.

It turns out, paradoxes are rocket fuel for learning. They don’t just activate the intellect—they ignite curiosity. They create a space where both students and teachers can explore, not just explain. In The Art of Change, I call this the Paradoxical Mindset Cycle—an approach that doesn’t resolve contradiction, but uses it as an engine for insight.

Since then, I’ve started every class not with content, but with creative tension.

What I Do Now (and What I Don’t)

Let me make it clear—I still teach frameworks. I still assign readings. But I don’t start there anymore. I start here:

Step 1: Open with a real-word paradox

Something messy. Something provocative. Something I’m still trying to figure out myself. Examples I’ve used:

“Why do purpose-driven companies become bureaucracy-driven over time?”

“Why does the most insightful person in the room often go unheard?”

“Why do so many change initiatives begin with restructuring, even though we know it rarely works?”

The key? I never position the question as rhetorical. I treat it as alive.

Because it is.

Step 2: Set a timer and go dark

I put students in pairs and give them five minutes. No note-taking. No Googling. Just dialogue. It feels more like a café than a classroom. And something remarkable happens: they stop performing and start reflecting.

Step 3: We build a paradox map

Each group shares both sides of the paradox: Why we crave change. Why we kill it. I scribble the responses on the board—no sorting, no filtering. It looks chaotic. It’s supposed to.

Then I ask: “Where does this show up in your own experience?”

And that’s when it gets real. One student shares how their great idea for a campus project got stuck in endless approvals. Another talks about how their student club started strong but lost its energy as it grew.

Suddenly the paradox isn’t academic—it’s personal.

Step 4: Now we bring in the tools

Only after we’ve felt the tension do I introduce the day’s reading, model, or theory. It’s not the main event—it’s a flashlight. A way to examine the paradox from a new angle.

Frameworks become lenses, not gospels.

Step 5: End unresolved

I used to close class with “key takeaways.” Now, I end with a twist. I return to the paradox and ask: “What questions are you leaving with?”

This shift—from resolution to reflection—keeps the learning alive after the session ends.

Here’s What Happened

1. Students leaned in, not back

When we start with answers, students tune out. When we start with paradoxes, they lean in. They stop thinking, What does the professor want? and start wondering, What do I think?

2. The quiet voices spoke first

Here’s the weird part: when I started with content, only the confident students talked. But when I started with tension, the quieter students jumped in—maybe because no one had the answer yet, so there was no hierarchy of certainty.

3. I stopped pretending to know everything

This was harder than I expected. I’m a professor—I like having answers. But paradoxes humbled me. They reminded me that real learning is co-created. I had to model curiosity, not certainty. Vulnerability became my pedagogy.

What Surprised Me

Here’s the counterintuitive part: less structure created more rigor.

We didn’t just cover content—we interrogated it. Students asked sharper questions. They challenged assumptions. They made the frameworks work for them, not the other way around.

One of my BBAs said it best: “You didn’t just teach me models. You taught me how to think about things that don’t have easy answers.”

Isn’t that the point?

What Didn’t Work (and Why)

Let’s be real—this approach has a learning curve. Here’s what I learned the hard way:

Bad paradox = bad discussion

If the question is too vague or too clever, students freeze. The best paradoxes are rooted in lived tension, not philosophical abstraction.

You still need scaffolding

Don’t confuse openness with chaos. I learned to provide anchor points—definitions, boundaries, reflection prompts—so students don’t drift.

Sometimes they want the damn answer

And that’s okay. After exploring the paradox, I now say, “Here’s one way to look at it.” That shift—one way—keeps the door open.

Try This in Your Class Tomorrow

If you want to test this out without overhauling your syllabus, here’s a quick plug-and-play format:

Choose a paradox related to your next topic. Make it messy.

Write it on the board as the only thing visible when students walk in.

Have students pair up and discuss both sides for five minutes.

Map responses publicly—no editing.

Introduce the content as a way to explore the tension, not solve it.

End with a return question: “What’s still unresolved?”

Some of My Favorite Classroom Paradoxes

Themes	Paradoxes
Innovation	Why do we ask for disruption—but build systems to resist it?
Leadership	Why does empowering people sometimes make them feel abandoned?
Teams	Why do diverse teams perform better—and struggle more?
Ethics	Why do people follow rules that conflict with their values?
Strategy	Why does clear direction often limit flexibility?

Why This Matters (Now More Than Ever)

We live in an era defined by contradiction. Our students don’t need tidy formulas—they need tools to think through tension. That’s what the paradox-first approach cultivates. It’s not just pedagogy—it’s preparation for a world that’s never either/or.

I’ve found that the classroom is the perfect place to start. Not by offering answers—but by daring to ask the better questions.

It’s Not a Trick Question

When I walk into class now, I don’t open with a takeaway—I open with a paradox. I don’t know how it’ll go. That’s the point.

Because the moment we stop starting with certainty is the moment students start showing up with possibility.

Jeff DeGraff is Clinical Professor of Management and Organizations at the Ross School of Business, University of Michigan, and co-author of The Art of Change: Transforming Paradoxes into Breakthroughs.

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June 16, 2025

Reviving Engagement in the Spanish Classroom: A Musical Challenge with ChatGPT – Faculty Focus
Halfway through the semester, it’s not uncommon to notice a shift in your students’ energy levels (Baghurst and Kelley, 2013; Kumari et al., 2021). The initial enthusiasm for learning a foreign language may wane as other courses with demanding assignments compete for their attention. Some students prioritize subjects they perceive as more directly tied to their major or career, while others simply feel the weight of mid-semester exhaustion. In the spring, the long winter months can add to this fatigue, making it even harder to keep students engaged (Rohan and Sigmon, 2000).

This is the moment when a language instructor must pivot, shifting the classroom dynamic to reignite curiosity and motivation. Although instructors strive to incorporate activities that cater to the five preferred learning styles (Felder and Henriques, 1995)—visual (learning through images and spatial understanding), auditory (learning through listening and discussion), reading/writing (learning through text-based interaction), kinesthetic (learning through movement and hands-on activities), and multimodal (a combination of multiple styles)—it is beneficial to intersperse these well-structured, and, after a while, predictable classes with activities that break the mold. Introducing something unexpected and different from the established classroom dynamics can reenergize students, foster creativity, and enhance their enthusiasm for learning.

Music, in particular, has long been an ally of instructors teaching a second language (L2)—a language learned after one’s native tongue—especially since the field transitioned toward a more communicative approach. Rooted in interaction and real-world application, the communicative approach prioritizes meaningful engagement over rote memorization, helping students develop fluency in natural, immersive ways. Research has consistently highlighted the benefits of music in L2 acquisition, from improving pronunciation and listening skills to enhancing vocabulary retention and cultural understanding (Degrave, 2019; Kumar et al. 2022; Nuessel and Marshall, 2008; Vidal and Nordgren, 2024).

Building on this tradition, the activity we will share here not only incorporates music but also integrates artificial intelligence, adding a new layer of engagement and critical thinking. By using AI as a tool in the learning process, students not only familiarize themselves with its capabilities but also develop the ability to critically evaluate the content it generates. This approach encourages them to reflect on language, meaning, and interpretation while engaging in text analysis, creative writing, public speaking, and gamification—all within an interactive, culturally rich framework.

Activity Description: Musical Challenge with ChatGPT: “Sing and Discover”

Objective:

Students will improve their listening comprehension and written production in Spanish by analyzing and recreating song lyrics with the help of ChatGPT. While the instructions are presented here in English, the activity should be conducted in the target language—whether Spanish or another language being taught.

Instructions:

1. Listen and Decode
- Divide the class into groups of 2-3 students.
- Choose a song in Spanish (e.g., La Llorona by Chavela Vargas, Oye Cómo Va by Tito Puente, Vivir Mi Vida by Marc Anthony).
- Provide each group with an incomplete version of the lyrics with missing words.
- Students listen to the song and fill in the blanks.
2. Interpret and Discuss
- Within their groups, students analyze the song’s meaning.
- They discuss what they think the lyrics convey, including emotions, themes, and any cultural references they recognize.
  
  Each group shares their interpretation with the class.
  
  What do you think the song is trying to communicate?
  
  Which emotions or feelings do the lyrics evoke for you?
  
  Can you identify any cultural references in the song? How do they shape its meaning?
  
  How does the music (melody, rhythm, etc.) influence your interpretation of the lyrics?
3. Compare with ChatGPT
- After forming their own analysis, students ask ChatGPT:
  
  What do you think the song is trying to communicate?
  
  Which emotions or feelings do the lyrics evoke for you?
- They compare ChatGPT’s interpretation with their own ideas and discuss similarities or differences.
4. Create Your Own Verse
- Each group writes a new verse that matches the song’s style and rhythm.
- They may ask ChatGPT for assistance: “Help us write a new verse for this song in the same style.”
5. Perform and Sing
- Each group presents their new verse to the class.
- If they feel comfortable, they can sing it using the original melody.
- It is beneficial for the professor to have a karaoke (instrumental) version of the song available so that students’ lyrics can be heard clearly.
- Displaying the new lyrics on a monitor or projector allows other students to follow along and sing together, enhancing the collective experience.
6. Election – The Grammy Goes To
Students vote for different categories, including:
- Best Adaptation
- Best Reflection
- Best Performance
- Best Attitude
- Best Collaboration
7. Final Reflection
- What was the most challenging part of understanding the lyrics?
- How did ChatGPT help interpret the song?
- What new words or expressions did you learn?
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June 6, 2025
How to Significantly Improve Student Engagement and Retained Learning in Higher Education – Faculty Focus

After 13 years of testing higher-order active learning modalities in the classroom, collecting data, building a database, and analyzing student learning results in bi-annual principles of marketing classes, my colleague and I saw two important results emerge. First, all students, regardless of their SES (socio-economic status) standing, showed significantly higher levels of retained learning than the control group which used the time-honored lectures, basic active learning techniques, and case approaches. Secondly, of greater importance, lower-level SES students showed significantly higher retained learning than the general student population. In surveying the literature, significant results have been reported for all students, but not significantly higher than the norm for lower-level SES students.

In the beginning, we decided to build a database measuring what might work better than the currently accepted flipped classroom concept. This step was taken especially since it became more difficult for me over the years in the classroom to keep today’s device-driven students focused beyond 10 seconds or less on an assigned major concept for each of my fifty-minute classes. Retained learning was there but not at the expected levels. In the last 15-20 years as a college professor, especially in marketing and management courses, I have struggled to keep students’ attention, keep them engaged, and keep them on the desired path to improved retained learning of the important course concepts. Fortunately, the classic lecture format, “we speak-you listen”, was replaced years ago by variations of the flipped classroom—students read and studied course content on their own and came to class ready to discuss the major components and issues of what was being studied. However, in this environment, professors must also demonstrate how to apply major concepts to actual problems.

What are the Necessary Steps to Specifically Help SES Students?

We started with guidance from Jean Piaget’s Constructivist Learning Theory, “a process of constructing knowledge based on experience” which embraced active learning modalities as viable examples of the theory. In doing so, we were able to proceed to acceptable testing for TBL/PjBL (Task-Based Learning/Project-Based Learning), simulation, and TBL/PjBL aspects of active learning. With the promise of significantly improving student retained learning experiences, we proceeded to apply the processes to the major classroom concepts under study, connecting them to relevant, firsthand, rigorously applied applications. The best results came from the highest order TBL/PjBL combined modalities where teams chose their own community service projects,

How do you start this process? Some form of testing should be considered if such modalities have not been tried in the past. While our data collection was for entry level classes to a major, it is not recommended that you do that. For that class level, I recommend the simulation modality as offered by some of the major publishers. In addition, we found that problem-based learning, using specific real -world problems, did not work well in my classes as every semester had a different local problem supplied. I also realized that any single problem assignment for the semester in the PjBL format could not be stretched to cover all the semester’s major concepts in the discipline.

Here is a basic framework for using simulation or the TBL/PjBL combination in certain marketing, management, and other related business classes as examples:

1. Choose a Familiar Visualization

To start with, for any principles or like-named introductory classes in the major, regardless of how you introduce the higher order modalities, it is important that you choose a visualization for students to use in their application exercises. In marketing, I use a bookbag (backpack) because of the obvious student familiarity. In management, it might be a company. In sociology, it might be a defined demographic group. In picking a visualization, make sure students have experience with it as a necessary knowledge base on which to build their applications for greater retained learning. This step is essential in all forms of active learning, especially in the higher order modalities. Even though current generational students resist group work, I encouraged them to team up with a study partner (for experience) where they can help each other with content, application, and reporting (even though all submissions must be individual and not just copied from their partner).

If you do not have experience with simulation or TBL/PjBL, it is strongly recommended to test the various forms in a segment of the course, such as in the last four weeks. The easiest way to start this segment is to use a graded, flipped simulation where students apply the application outside of class in that timeframe, with you testing the applied learning results using one concept per week. The way I did this was to have each student submit a written weekly ¾ page minimum response showing how they applied that week’s concept. This will require extra work for you, but the results should be enlightening to your teaching success along with problem areas that should be addressed.

If you choose just simulation, McGraw Hill, for example, uses 8-10 application-based activities (called ABAs) for critical inclusion at set times throughout the semester. Because of the lack of student experience in a general business operation, I allowed three tries at each activity before posting a student’s grade. Two weeks before the end of the semester, I offered students extra credit if they ran the whole marketing process to sell backpacks. Anecdotally, adding TBL/PjBL modalities were too much for them to manage and there was too much group conflict. Thus, a month of individual response classes could be considered a capstone for the class. Now, with the introduction to generative AI, you will now need to review how to let the students use it as a source, just like Google or any other such media; however, be sure to have them quote their source along with properly noting with exact quotes for any AI content used as presented.

For your classes at upper levels such as marketing communications and consumer behavior, use the combined higher order active learning TBL/PjBL model. On the first day of class, define the visualization requirement; however, this will be different for each group as they choose their project. Next, in that same class period, note that they will be working in groups for their TBL/PjBL project with each formed group confirmed by you two weeks in. Define the group size as no more than four students; no less than two students if necessary (class size, resistance etc. may impact choices). Even if you have used or are familiar with higher order modalities in the classroom, you should review the most current literature on how and why components of cooperation must be included (which includes collaboration) and what constitutes an effective TBL/PjBL group. My colleague and I have found that TBL/PjBL projects worked better if developed, designed, and implemented by each student team and with our professorial guidance.

I suggest that you review the details on why the community service project is best, starting with Kuh, Kinzie, Schuh, and Whitt (2005) who first mentioned this approach and recognized its benefits, and Kuh (2008) who expanded on them. See also von Freymann and Cuffe (2020) for six reasons to choose community service projects. Our university has been quite pleased with the outcomes and publicity—along with a sizable donation to one of our schools as a thank you.

2. Form Intentional Teams and Track Achievement Data

Be sure to devise measurement methods for data collection from the start of class to record and compare lower-level SES student achievement versus non-lower-level SES student achievements. Allowing groups to form on their own may not allow for using all the aspects of higher-order cooperation. As an aside: Group composition is often the most difficult step in upper-level classes as many may have their friends in class and who they feel more comfortable working with. A class vote has not worked in the past, so you need to consider setting up the teams yourself guided by your experience with these students and their posted GPAs. You will get some pushbacks, but you should explain in class at the beginning of the semester why this will work better for everyone in the end.

3. Syllabus Inclusions

Syllabus inclusions—promise and provide proper guidance throughout the semester with individual teams outside of class. Also review situations and/or results in class that apply to all the groups’ efforts. Once decided, be sure to update your syllabus with the revised details of what’s expected, how to do it, and what graded parts will be needed.

From the beginning, it’s important to clearly explain in your syllabus how the process will be conducted and assessed, including the required written submissions and final presentation for all higher-order modality applications. For TBL/PjBL, part of the process should require a group response of what was found in the literature review. This will help support the plan recommendation in the final written document and presentation. (Students in the simulation classes should be assigned some individual concept research as well to help them get used to using other sources.) Due to the added student workload, the team research should be submitted by mid-semester for acceptance and separate grading by the professor. Each team member must submit three to five supporting articles with an assessment of how it will help the planning process.

Using the tenants of Constructivist Theory for support, explain to students how the theory should work for them and remind them throughout the course to focus on what they might know, can vicariously relate to, and what they have adapted to, as their base experience in learning the course core concepts as they are revealed by you throughout the semester.

Dr. von Freymann spent thirty years in advertising and marketing as a practitioner working with many companies from high tech to consumer products, national to local. Moving on, Jeff earned an MBA and DBA, each with a marketing emphasis and spent the later part of his career teaching, settling at Wingate University as an associate professor. Using his business experience, he was able to show students how the business process works and why it’s essential for them to be able to apply that learning after graduation.

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May 30, 2025
Conversation and Coursework: Strategies to Engage Undergraduate Students with Course Content – Faculty Focus
Peer-to-peer conversations can help students to make connections with each other and course content. In a course that requires out-of-class reading, that conversation is highly reliant on students doing their part and completing the assigned reading. However, in recent semesters, students engaging in focused reading in which they annotate text is dwindling. There has been a noticeable decline in students’ engagement with course materials, evidenced by reduced annotations and superficial reading habits (Deale & Hyun, 2021; Mizrachi & Salaz, 2022). It seems as if a quick scan of one of the assigned pages is the best effort. Without adequate reading, students will be reluctant, or unable, to participate in class discussions and conversations for lack of understanding and fear of not ‘measuring-up’ to peers (Severe, E., Stalnaker, J., Hubbard, A., Hafen, C. H., & Bailey, E. G., 2024). Subsequently, instructor facilitated classroom conversations intended to enhance understanding of course content may stagnate and falter. Naturally, to maximize student engagement with course content, students must have a degree of self-awareness and desire to do the work assigned to meet the goal of understanding, and mastering, course content.

The frame of content engagement can look different based on course, instructor and level of student. In this case, engagement is on the ‘micro’ level as it offers ideas on what can happen before, during, and after class (Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, 2005). While engagement can be observed in many forms, this piece focuses on transactional engagement in which students interact with each other and with the instructor (Zepke & Leach, 2010). As instructors, we can provide the tools to help students engage with content and meaningfully participate in conversation to develop a more robust understanding of coursework.

Course Context

I teach a required, writing-intensive course for students in their junior year of their undergraduate studies. In addition to a heavy writing component, there is also a heavy reading component. While students enjoy the subject matter, they are not terribly thrilled by the amount of reading they are expected to complete. Generally, students start the semester strong, by keeping up with reading, sharing key points and participating in organic content-based conversations. By week four, they hit a wall. There is a notable drop off in the reading and conversations. In an ongoing effort to support students, I altered the clarified expectations and gave more support to students, both in class and beyond.

Choices

Students are busy with layers of competing obligations including classes, work, university organizations and athletics that may impact their time to prepare for class. They may also feel underprepared for reading focused non-fiction, informational texts that require more attention than a casual fiction novel. Being mindful of some students’ sensitivity to what they perceive as inadequate skills, the strategies listed below were shared in class. The whole group presentation and in-class practice encouraged students to try all the tools and self-determine which was most helpful for the time and abilities.

Before Class

Students were introduced to three strategies to use to capture the key points of the assigned reading. The activities provide multiple entry points that allow students to utilize the tool right away.
1. SQ3R. Although this is not a new strategy, I was surprised at how few students had experience working with it. Preparing to join classroom discussions requires intentional preparation. Some students may feel underprepared and think a simple scan of the assigned readings will enable them to join a conversation. While that may work on a superficial level, robust, and meaningful conversation requires proactive work. For students unsure of how to read for maximum understanding a review of the SQ3R strategy is helpful. After a class introduction to the strategy, all students are given a handout with the students so they can utilize as they see fit.
SQ3R
1. Launchpad. For some students, the formulaic nature of a guided strategy, like the SQ3R, may be too limiting. For the student that wants to prepare for in-class conversation, preparing and providing a few open-ended reading reflection questions (launchpad ideas) may be useful. The questions are intentional few in nature so students can focus on responding to one or two and reading to find solid text evidence to support responses.
Launchpad Example 1

Launchpad Example 2
1. Sketchnoting. For students that best express their understanding visually, sketchnoting is a wonderful tool (Parks, 2022). Sketchnoting involves using images, words, and colors to make thinking visible on paper (or a device). When introduced in class as a worthwhile way to capture understating, students may be more likely to try the method rather than just trying to remember what they read.
Sketchnote

The First 10 Minutes of Class

Even with adequate preparation and readings, students get busy with other obligations between assigned coursework and class time. To help students feel prepared, the first 10 minutes (no more) of class is provided as a focused reflection.
1. Focused Reflection. During the 10-minute reflection, students may review their SQ3R notes, add to their reading reflections or sketchnotes. Students may also reread (or, for some, read) the assigned pages. For students that have done it all, they are tasked with doodle time. It’s not as unstructured as it seems.
1. Doodle Time. If a student is reluctant to participate in any of the focused reflections, they are given a doodle paper and three colored pencils. The expectation is to keep the pencils moving during the entire 10-minute period. Some students may start by drawing squiggles or lines, but they do transition into drawing sketches of things they’ve read. Once students believe there is no judgment on their artistic ability and that the focus time is really intended to help them think about the course content, they respond positively to the task. Some have even transitioned from doodling to sketchnoting because, as shared by one student, “it matches the way I think.”
By allowing this 10-minute period to capture thoughts, students have to ability to organize their thoughts and feel confident in their classroom conversation contributions. While it doesn’t level the field completely, and there are still students that do not read, those that do have shared they appreciate the time to refocus their attention on the coursework.

There are only two rules for focused reflection time. The rules are aimed at keeping the classroom distraction free.
1. No talking (to me or each other). The quiet period allows think-time for all students.
1. No devices. The device free period encourages students to independently think about the assigned readings without supporting- or competing- interests. Students are told candidly, I care about their input, not a generative AI summary of the reading.
Building a Safe Space for Conversations

Even with adequate preparation, sharing connections to coursework can be daunting. To support students in the process, a small to big approach is beneficial. First, students are assigned, by the instructor, into conversation corner groups. These groups are intentionally small to promote equitable opportunities to speak. With small classes, I create the groups and intentionally separate any groups of friends to provide opportunities for students to interact with others that may bring new perspectives to the conversation. For larger groups, a random group generator such as https://www.randomlists.com/team-generator can be used. After allowing small group conversation, the students are transitioned into whole group discussions in which they share understanding or respond to instructor posed questions as a group.

Getting the Conversation Going

Students may need help starting content-based conversations. Using a ‘fun’ tool engages students and allows all to have a chance to contribute.
1. Spinning Questions. Pickerwheel (https://pickerwheel.com) or Spin the Wheel (https://spinthewheel.io/#google_vignette) are sites that allow the instructor to enter questions into a spinning wheel. Students spin the wheel and respond to questions in small groups. Students can also create a discussion wheel in their instructor assigned small groups using the questions they created for their SQ3R notes.
1. Conversation Cards. The use of Conversation Cards can help students engage in focused conversation about course content. Students can either draw random card or review all cards and choose the one that is most appealing to them.
Conversation Card Example 1

Conversation Card Example 2

Conversation Card Example 3

Conversation Card Example 4

Conversation Card Example 5

Ending Class

Ending class with an individual account of progress toward mastering course content helps students self-determine their next steps.
1. Accountability Audits. As a ticket out the door, students can complete an exit slip capturing their efforts for the day. Instructors may use the exit tickets as participation grades or as formative assessments to determine how students are understanding content. With larger courses, the instructor may elect to review a random sample of the work, telling students the work is about personal reflection and accountability. Exit slips may be handwritten or they may be done electronically.
Accountability Audit
1. One Last Word. Sometimes extra paper and written work just won’t work. An alternative is to ask individuals, or small groups of students, to suggest one word that sums up the main points of class. The main caveat is no word may be repeated. This one is fun, quick and pushes students to categorize their learning. Please consider a note of caution—this one can quickly turn into a small competition with individuals or groups trying to go first so “their” word is not shared by another group. Don’t worry—it’s all in good fun.
While engaging with content cannot be forced, finding tools that are interesting for students, focused enough for instructors to feel confident valuable class time is used productively and reinforces key points can make learning accessible to all.

Melissa Parks, PhD, is an associate professor of education at Stetson University in Deland, FL. Dr. Parks is an active member of the National Science Teaching Association (NSTA) and is currently a member of the NSTA Early Childhood- Elementary Science Teaching Committee. Her research interests include elementary pedagogies and environmental stewardship.

References

Deale, C. S., & Lee, S. H. (2021). To read or not to read? Exploring the reading habits of hospitality management students. Journal of Hospitality & Tourism Education, 34(1), 45–56. https://doi.org/10.1080/10963758.2020.1868317

Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184–192. https://doi.org/10.3200/JOER.98.3.184-192

Mizrachi, D., & Salaz, A. M. (2022). Reading format attitudes in the time of COVID. Journal of Academic Librarianship, 48(4), 102552. https://doi.org/10.1016/j.acalib.2022.102552

Parks, M. (2022). Drawing in college: Using sketchnoting to support student engagement. Faculty Focus. Magna Publications.

Severe, E., Stalnaker, J., Hubbard, A., Hafen, C. H., & Bailey, E. G. (2024). To participate or not to participate? A qualitative investigation of students’ complex motivations for verbal classroom participation. PloS one, 19(2), e0297771. https://doi.org/10.1371/journal.pone.0297771

Zepke, N., & Leach, L. (2010). Improving student engagement: Ten proposals for action. Active Learning in Higher Education, 11, 167-177. doi:10.1177/1469787410379680
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May 21, 2025
Bridging the Gap: Active Learning Strategies for Traditional and Online Classrooms – Faculty Focus

There I was, standing in front of my face-to-face Introduction to Psychology class on a sunny Monday afternoon in spring 2024. I was watching as a few of my students took notes while the remaining students sat passively, perhaps hoping my animated gestures and pacing would somehow osmotically transfer my explanation of classical conditioning into their brains. Meanwhile, in my online section of the same course, students worked through carefully crafted modules at their own pace, their participation in discussion boards ebbing and flowing unpredictably. That’s when it hit me—despite years of teaching experience, I’m still searching for ways to spark the same level of engagement whether I’m interacting with students face-to-face or through carefully designed asynchronous activities. These parallel yet distinct teaching environments demand intentional strategies that can adapt while maintaining their power to actively engage students in the learning process.

Rethinking Active Learning for Asynchronous Spaces

Traditional active learning techniques that work beautifully in my face-to-face classes often fall flat in the asynchronous online environment. Take the classic “turn to your neighbor and discuss” prompt that energizes my traditional classes—there’s no direct equivalent when students are logging in at different times throughout the week. Yet simply abandoning these proven engagement strategies isn’t the answer. Instead, we need to reimagine active learning for both spaces, maintaining the core principles while adapting the execution. The key is finding techniques that preserve what makes active learning so powerful—student engagement, peer interaction, and immediate application of concepts—while acknowledging the unique constraints and opportunities of each learning environment.

One of the most powerful techniques in my traditional classroom is the think-pair-share discussion format. Students have those precious moments to gather their thoughts before turning to a classmate to discuss concepts like confirmation bias or the impact of classical conditioning on everyday behavior. The students are energized as pairs merge into small groups, building on each other’s insights before sharing with the whole class. But how do we capture that same collaborative energy in an asynchronous environment?

I’ve found success by structuring online discussions in three distinct phases that mirror the in-person experience. First, students post their initial response to a thought-provoking prompt (the “think” phase). Then, they must meaningfully respond to two classmates’ posts, building on their ideas rather than simply agreeing (the “pair” phase). Finally, students return to their original post and reflect on how their understanding has evolved after engaging with their peers’ perspectives (the “share” phase). The key is crafting prompts that demand critical thinking—instead of asking “What is classical conditioning?” I might ask “How would you use classical conditioning principles to help someone overcome their fear of public speaking?”

Timing matters, too. In my face-to-face class, I allow two to three minutes for individual reflection, five minutes for pair discussions, and 10 minutes for group sharing. Online, I’ve found success with a similar proportional structure: two days for initial posts, three days for peer responses, and two days for final reflections. This creates a rhythm that keeps the discussion moving while accommodating varied schedules.

Designing Collaborative Learning Experiences

Interactive content creation transforms how students engage with course material in both environments. In my traditional classes, I divide students into small groups to create concept maps exploring the relationships between different psychological disorders. Armed with markers and paper, they work collaboratively to connect concepts like anxiety, depression, and trauma responses, discovering links they might have missed studying alone. The energy is palpable as groups share their maps, debating connections and building on each other’s insights.

For my online students, I’ve adapted this activity using collaborative digital tools. Students work in small groups throughout the week to build their concept maps using shared online workspaces. Each student must add at least three concepts and make meaningful connections to their groupmates’ contributions. The asynchronous format actually offers an advantage here – students have time to think deeply about their contributions and can watch their group’s map evolve over several days. I provide specific deadlines for initial contributions and peer feedback to maintain momentum.

I have found that the key to success in either environment lies in providing clear examples of strong concept maps at the outset, establishing specific criteria for meaningful connections, and requiring students to explain their reasoning for each link they create. Deadlines for each phase keep the momentum going, while incorporating peer evaluation into the final grade ensures consistent participation. The resulting maps often reveal insights that surprise both me and my students, demonstrating how collaborative learning can deepen understanding regardless of the teaching modality.

Measuring Engagement and Refining Strategy

One-minute papers serve as powerful self-assessment tools in my traditional classes. For example, at the end of our discussion on memory formation, I ask students to quickly write down the most important concept they learned and one question they still have. This simple exercise reveals gaps in understanding and helps students consolidate their learning. In our next class, I address the most common questions, creating a feedback loop that keeps everyone engaged.

For my online students, I’ve transformed this into structured reflection journals. After completing each module, students must identify their key takeaway and pose one substantive question about the material. The asynchronous format allows for deeper reflection, and I’ve noticed online students often make fascinating connections to their personal experiences. Each week, I compile the most thought-provoking questions into a FAQ document, creating a collaborative resource that benefits the entire class.

Success in both formats require clear guidelines about what constitutes a meaningful reflection versus surface-level observations. Students stating that “the limbic system processes emotions” won’t suffice—they need to explain how this knowledge changes their understanding of human behavior. This approach not only reinforces learning but also develops critical thinking skills that serve students well beyond our course.

Measuring engagement across different learning environments requires that I use a systematic approach. In my traditional classroom, I track participation through observation and collect quick feedback via index cards. For my online students, I monitor not just the frequency but the quality of their discussion posts and collaborative work. The key metrics that I use remain consistent across both spaces: depth of analysis, peer interaction quality, and concept application.

I use a simple framework that examines three elements: initial engagement (participation in discussions or activities), sustained interaction (meaningful responses to peers), and learning application (connecting concepts to real-world scenarios). For each component, I look for evidence of critical thinking rather than mere completion. This approach helps identify which strategies are working and which need adjustment.

Beyond quantitative measures, I pay attention to qualitative indicators like the sophistication of student questions and the complexity of peer-to-peer discussions. These insights guide my refinement of teaching strategies in both environments, ensuring that active learning remains effective regardless of delivery method.

As the spring semester progressed, I saw the impact of the adapted strategies in both my traditional and online psychology classes. Those initially passive students in my traditional class began to engage in our active learning exercises, while my online students built an active learning community through their thoughtful asynchronous interactions. In my experience, the key isn’t choosing between traditional and online teaching methods—it’s understanding how to preserve active learning while adapting strategies to fit each unique environment. By reimagining rather than simply transplanting these strategies, we can create engaging learning experiences that work effectively across both spaces.

Dr. Dunja “Dee” Trunk, a professor of psychology at Bloomfield College of Montclair State University, has a passion for teaching and a genuine belief in the transformative power of education.

Source link

May 5, 2025
Bridging the Gap: Active Learning Strategies for Traditional and Online Classrooms – Faculty Focus

There I was, standing in front of my face-to-face Introduction to Psychology class on a sunny Monday afternoon in spring 2024. I was watching as a few of my students took notes while the remaining students sat passively, perhaps hoping my animated gestures and pacing would somehow osmotically transfer my explanation of classical conditioning into their brains. Meanwhile, in my online section of the same course, students worked through carefully crafted modules at their own pace, their participation in discussion boards ebbing and flowing unpredictably. That’s when it hit me—despite years of teaching experience, I’m still searching for ways to spark the same level of engagement whether I’m interacting with students face-to-face or through carefully designed asynchronous activities. These parallel yet distinct teaching environments demand intentional strategies that can adapt while maintaining their power to actively engage students in the learning process.

Rethinking Active Learning for Asynchronous Spaces

Traditional active learning techniques that work beautifully in my face-to-face classes often fall flat in the asynchronous online environment. Take the classic “turn to your neighbor and discuss” prompt that energizes my traditional classes—there’s no direct equivalent when students are logging in at different times throughout the week. Yet simply abandoning these proven engagement strategies isn’t the answer. Instead, we need to reimagine active learning for both spaces, maintaining the core principles while adapting the execution. The key is finding techniques that preserve what makes active learning so powerful—student engagement, peer interaction, and immediate application of concepts—while acknowledging the unique constraints and opportunities of each learning environment.

One of the most powerful techniques in my traditional classroom is the think-pair-share discussion format. Students have those precious moments to gather their thoughts before turning to a classmate to discuss concepts like confirmation bias or the impact of classical conditioning on everyday behavior. The students are energized as pairs merge into small groups, building on each other’s insights before sharing with the whole class. But how do we capture that same collaborative energy in an asynchronous environment?

I’ve found success by structuring online discussions in three distinct phases that mirror the in-person experience. First, students post their initial response to a thought-provoking prompt (the “think” phase). Then, they must meaningfully respond to two classmates’ posts, building on their ideas rather than simply agreeing (the “pair” phase). Finally, students return to their original post and reflect on how their understanding has evolved after engaging with their peers’ perspectives (the “share” phase). The key is crafting prompts that demand critical thinking—instead of asking “What is classical conditioning?” I might ask “How would you use classical conditioning principles to help someone overcome their fear of public speaking?”

Timing matters, too. In my face-to-face class, I allow two to three minutes for individual reflection, five minutes for pair discussions, and 10 minutes for group sharing. Online, I’ve found success with a similar proportional structure: two days for initial posts, three days for peer responses, and two days for final reflections. This creates a rhythm that keeps the discussion moving while accommodating varied schedules.

Designing Collaborative Learning Experiences

Interactive content creation transforms how students engage with course material in both environments. In my traditional classes, I divide students into small groups to create concept maps exploring the relationships between different psychological disorders. Armed with markers and paper, they work collaboratively to connect concepts like anxiety, depression, and trauma responses, discovering links they might have missed studying alone. The energy is palpable as groups share their maps, debating connections and building on each other’s insights.

For my online students, I’ve adapted this activity using collaborative digital tools. Students work in small groups throughout the week to build their concept maps using shared online workspaces. Each student must add at least three concepts and make meaningful connections to their groupmates’ contributions. The asynchronous format actually offers an advantage here – students have time to think deeply about their contributions and can watch their group’s map evolve over several days. I provide specific deadlines for initial contributions and peer feedback to maintain momentum.

I have found that the key to success in either environment lies in providing clear examples of strong concept maps at the outset, establishing specific criteria for meaningful connections, and requiring students to explain their reasoning for each link they create. Deadlines for each phase keep the momentum going, while incorporating peer evaluation into the final grade ensures consistent participation. The resulting maps often reveal insights that surprise both me and my students, demonstrating how collaborative learning can deepen understanding regardless of the teaching modality.

Measuring Engagement and Refining Strategy

One-minute papers serve as powerful self-assessment tools in my traditional classes. For example, at the end of our discussion on memory formation, I ask students to quickly write down the most important concept they learned and one question they still have. This simple exercise reveals gaps in understanding and helps students consolidate their learning. In our next class, I address the most common questions, creating a feedback loop that keeps everyone engaged.

For my online students, I’ve transformed this into structured reflection journals. After completing each module, students must identify their key takeaway and pose one substantive question about the material. The asynchronous format allows for deeper reflection, and I’ve noticed online students often make fascinating connections to their personal experiences. Each week, I compile the most thought-provoking questions into a FAQ document, creating a collaborative resource that benefits the entire class.

Success in both formats require clear guidelines about what constitutes a meaningful reflection versus surface-level observations. Students stating that “the limbic system processes emotions” won’t suffice—they need to explain how this knowledge changes their understanding of human behavior. This approach not only reinforces learning but also develops critical thinking skills that serve students well beyond our course.

Measuring engagement across different learning environments requires that I use a systematic approach. In my traditional classroom, I track participation through observation and collect quick feedback via index cards. For my online students, I monitor not just the frequency but the quality of their discussion posts and collaborative work. The key metrics that I use remain consistent across both spaces: depth of analysis, peer interaction quality, and concept application.

I use a simple framework that examines three elements: initial engagement (participation in discussions or activities), sustained interaction (meaningful responses to peers), and learning application (connecting concepts to real-world scenarios). For each component, I look for evidence of critical thinking rather than mere completion. This approach helps identify which strategies are working and which need adjustment.

Beyond quantitative measures, I pay attention to qualitative indicators like the sophistication of student questions and the complexity of peer-to-peer discussions. These insights guide my refinement of teaching strategies in both environments, ensuring that active learning remains effective regardless of delivery method.

As the spring semester progressed, I saw the impact of the adapted strategies in both my traditional and online psychology classes. Those initially passive students in my traditional class began to engage in our active learning exercises, while my online students built an active learning community through their thoughtful asynchronous interactions. In my experience, the key isn’t choosing between traditional and online teaching methods—it’s understanding how to preserve active learning while adapting strategies to fit each unique environment. By reimagining rather than simply transplanting these strategies, we can create engaging learning experiences that work effectively across both spaces.

Dr. Dunja “Dee” Trunk, a professor of psychology at Bloomfield College of Montclair State University, has a passion for teaching and a genuine belief in the transformative power of education.

Source link

May 5, 2025

Tag: building student engagement

Purposeful Application to Teamwork

Implications for Faculty

Final Reflections

Purposeful Application to Teamwork

Implications for Faculty

Final Reflections

Flipped Classroom 2.0: Enriching the Core Strategy

AI Tools

Microlearning

Learning Analytics

Understanding Student Resistance in the Digital Era

Addressing Fear Through Technology-Supported Safety

Making Learning Visible with Analytics and Scaffolds

Designing Pre-Class Work That Drives In-Class Success

Establishing Routine and Engagement with Focusing Activities

Avoiding Pitfalls in Tech-Enhanced Flipped Classrooms

Toward a Future-Ready Learning Model

Systems Thinking Principles and Framework for Liberal Arts Curriculum and Interdisciplinary Learning

Purpose and System/Problem Boundary Identification

Causation and Feedback Loops

Validity Criteria and Experiment Design for Validity

Policy Space and Experiment Design for Policy

Integration of Systems Approach and Learner-Centered Teaching

The Paradox Effect

What I Do Now (and What I Don’t)

Step 1: Open with a real-word paradox

Step 2: Set a timer and go dark

Step 3: We build a paradox map

Step 4: Now we bring in the tools

Step 5: End unresolved

Here’s What Happened

1. Students leaned in, not back

2. The quiet voices spoke first

3. I stopped pretending to know everything

What Surprised Me

What Didn’t Work (and Why)

Bad paradox = bad discussion

You still need scaffolding

Sometimes they want the damn answer

Try This in Your Class Tomorrow

Some of My Favorite Classroom Paradoxes

Why This Matters (Now More Than Ever)

It’s Not a Trick Question

Activity Description: Musical Challenge with ChatGPT: “Sing and Discover”

Objective:

Instructions:

Final Thoughts: Music, AI, and Critical Thinking

What are the Necessary Steps to Specifically Help SES Students?

1. Choose a Familiar Visualization

2. Form Intentional Teams and Track Achievement Data

3. Syllabus Inclusions

Course Context

Choices

Before Class

The First 10 Minutes of Class

Building a Safe Space for Conversations

Getting the Conversation Going

Ending Class

Rethinking Active Learning for Asynchronous Spaces

Designing Collaborative Learning Experiences

Measuring Engagement and Refining Strategy

Rethinking Active Learning for Asynchronous Spaces

Designing Collaborative Learning Experiences

Measuring Engagement and Refining Strategy