Tag: Class

Wellesley Non-Tenure-Track Strike May Impact Class Credits

Hours after Wellesley College’s non-tenure-track faculty went on strike last Thursday, students received word that they might receive only half credit for courses taught by the professors on strike.

The college attributed the decision to federal regulations on how much instruction students must receive per credit hour, noting that if the strike ends quickly, students will be able to return to their classes and get full credit. In the meantime, they were told they could sign up for other classes, taught by tenure-track faculty, for the last four weeks of the semester. That would allow them to continue to earn full credit hours, which is especially important for students who need to maintain full-time status for financial aid, athletics or visa-related reasons.

According to college spokesperson Stacey Schmeidel, only about a third of non-tenure-track faculty members’ classes could be affected by this change; the remaining two-thirds met frequently enough during the first 10 weeks of the semester that they had already reached the required minimum number of instructional hours. Over all, she said, about 30 students out of the 2,350 enrolled at the women’s college are currently at risk of dropping below full-time status, though hundreds opted to switch into new classes to ensure they receive the number of credits they planned on for this semester.

But students and faculty union members have questioned the college’s solution, noting that students may struggle to find replacement courses that fit their schedule or that they have the necessary prerequisites for.

“Imagine being a student entering into a class that only has four weeks left,” said Jacquelin Woodford, a chemistry lecturer and organizing committee member for the faculty union, Wellesley Organized Academic Workers. “It’s such a weird plan that could all be avoided if the college just bargained with us and settled the contract.” Woodford also noted that striking faculty members had not been informed before Thursday about this plan and still haven’t received formal communication from the institution about what is happening with their classes.

Non-tenure-track faculty at Wellesley began unionizing almost a year ago in an attempt to obtain higher wages and better job security. Union organizers say the institution has come back with only bare-bones offers.

On March 25, administrators offered non-tenure-track faculty 2.75 percent annual raises for the duration of the contract and proposed adding an additional course to their teaching loads, for which they would be paid an additional $10,000. But union members argue that $10,000 is equivalent to what they are already paid for teaching an extra course.

“The College’s proposal makes working overtime the new, required norm,” wrote Erin Battat, senior lecturer in the writing program and a member of the bargaining committee, in an email to The Wellesley News, the college’s student paper. “We had hoped that Wellesley was serious about their claims to care about averting a strike, but their actions at the bargaining prove otherwise.”

WOAW’s latest proposal, meanwhile, includes a revised salary scale that would see some NTT faculty with more than 18 years at Wellesley earn over $170,000 a year—25 percent more than full professors with the same amount of experience. Wellesley has countered that the proposed pay scale, which would afford faculty raises of 54 percent in the contract’s first year, is untenable.

The union voted in February to authorize a strike.

“We called for a strike authorization vote to encourage Wellesley to make substantial progress towards our key priorities. Our goal is to negotiate a fair contract that will be ratified by our members,” said one bargaining committee member, Christa Skow, senior instructor in biological sciences, in an update on WOAW’s website at the time.

Pizza and Ponchos

Students have been supportive of the strike despite its impact on their courses, said Woodford, noting that they have joined the picket lines at the motor and pedestrian entrances to campus over the past several days.

“They’ll come and go between their courses. They’re so kind; they’ve been sending us food and pizza and they brought us ponchos today for the rain,” she said, noting that tenured colleagues, alumnae and Massachusetts state politicians have also come out to support them.

The next bargaining session will take place on Tuesday, and union organizers questioned why the institution was unwilling to bargain any earlier than five days into the strike. In an email, Schmeidel said the college and the union had, prior to the strike, mutually agreed to a session on April 3; after the strike began, Wellesley offered to move the session to today, April 1.

She also said that the union had rejected the college’s proposal to work with a mediator.

“The College feels that the union’s refusal to go to mediation and to instead call for a strike is arbitrary and premature,” she wrote.

For some students, it’s unclear what the next few weeks will bring. Jeanne, a freshman who asked to have her last name withheld, is currently taking a writing course impacted by the strike. She said she received an email from the dean of first-year students saying that those in the course would receive full credit, but students should nevertheless attempt to keep up with the syllabus as much as possible. She doubts she’ll be able to, though, as the materials she needs for the next paper haven’t been posted for students to access online yet.

Still, she said she is in favor of the strike, noting that WOAW has been transparent with the students about what the stoppage will entail since much earlier in the semester.

“[WOAW] had been speaking about negotiations with the college since I arrived on the campus last semester,” she said. “They’ve been very clear with the students that they believe their treatment is unfair and they’ve been working with the college for a while now to get the situation fixed.”

In an FAQ about how Wellesley will handle the strike, the institution said it is still figuring out how grading will be impacted by the half-credit courses and noted that it may be necessary to include a transcript note for anyone impacted. It said the same about making up any content students may lose out on as a result of the strike.

“Department chairs and faculty are thinking seriously about any course content that may not have been covered and how to make up for this in a future semester,” the FAQ says.

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April 1, 2025
Searching for the Optimal Class Design to Maximize Learning – Faculty Focus

Have you ever wondered what makes a course highly effective? If you had to focus on one, two, or three essential factors, what would they be? Would you emphasize a supportive learning environment, cognitive and affective learning, pedagogical design, essential content, creating assessments, providing feedback, integrating technology, or something different? Reflecting on my years in academia, I find myself increasingly drawn to the challenge of designing the optimal class—one that not only engages students but also maximizes student learning. Why do some classes leave an indelible mark on students, while others quickly fade from memory? As you think about this task, I hope this exercise offers a stimulating intellectual endeavor: a chance to reflect and improve one’s teaching.

Perhaps I am taking the easy way out by emphasizing pedagogical design, as it could be argued that a well-designed course naturally incorporates all of the above factors. That said, what is it about an optimally designed class that resonates so deeply with my inner teacher? Simply, it is the way it combines cognitive and educational psychology—how people learn—with the scholarship of teaching and learning (SoTL), which focuses on how educators’ study and improve their teaching to increase student learning (McKinney, 2007). This convergence of theory and teaching practice offers one perspective for creating an optimal learning experience.

An Anticipatory Set

For me, a well-designed class begins with an anticipatory set and a review of prior learning. These activities work together to engage students, activate their prior knowledge, and prepare them for new content. An anticipatory set, for example, might ask students to brainstorm times when they applied knowledge in real-world settings. This approach not only sparks curiosity but also helps students connect the material to their personal experiences, facilitating affective learning. Following this, a review of prior learning solidifies what students have already learned and creates a transition to new material. By linking new content to existing knowledge, students move from learning in isolation to building meaningful connections. Together, these strategies reduce cognitive load (Sweller, Van Merrienboer, & Pass, 2019), allowing students to focus their mental energy on deeper understanding and application.

The Delivery

Next comes the delivery of new learning, which can be achieved through various methods such as assigned readings, live or pre-recorded lectures, class discussions, flipped classroom activities, or small group work. The key to presenting new material effectively is managing cognitive load—ensuring students are not overwhelmed by overly long or complex presentations. For instance, lecturing for extended periods without breaks, poorly structured group work, or using technology without a clear purpose can increase cognitive load and hinder learning. When students are required to concentrate for long periods or expend unnecessary mental energy, their ability to process and retain information decreases.

Present and Practice

After presenting new content, it is crucial to provide students with opportunities to practice what they have learned. This could take the form of a no-point or low-stakes quiz, a case study, group work, or even a reflective activity. These practice opportunities not only reinforce learning but also allow instructors to offer immediate feedback and guidance, helping students refine their understanding of the material.

Summary Statement

Finally, an effective class concludes with a strategy to summarize key points. This might involve asking students to write a summary statement, connect course concepts to learning outcomes, or collaborate to create mock exam questions. These activities encourage students to make meaningful connections between new and prior learning, solidifying their understanding and preparing them for future learning.

Approaching your course with an eye for cognitive load allows you to scaffold learning in ways that are both efficient and grounded in effective learning research. By carefully managing how new material is presented, providing opportunities for practice, and encouraging students to connect new knowledge to prior learning, you create a classroom environment where students can thrive. Moreover, adopting a SoTL mindset empowers educators to continually reflect on their teaching practices, identify what works, and make meaningful improvements—all with the goal of student learning.

Reflection

As you reflect on your own teaching, consider this: What small change could you make in your next class to better manage cognitive load or foster deeper connections between new and prior learning? Perhaps it is rethinking how you introduce new material, designing a low-stakes practice activity, or incorporating a summarization strategy at the end of a class. Whatever it may be, remember that teaching is an iterative process, and even small adjustments can have a positive impact on students. By embracing these principles and committing yourself to ongoing reflection and improvement, you not only enhance your teaching but also model for your students how to become lifelong learners.

Michael Kiener is a professor at Maryville University of St. Louis in their Clinical Mental Health Counseling program. For the past 10 years he has coordinated their Scholarship of Teaching and Learning Program, where faculty participate in a yearlong program with a goal of improved student learning. In 2012 and 2024 he received the Outstanding Faculty Award for faculty who best demonstrate excellence in the integration of teaching, scholarship and/or service. He has over thirty publications including a co-authored book on strength-based counseling and journal articles on career decision making, action research, counseling pedagogy, and active and dynamic learning strategies.

References

McKinney, K. 2007. Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco: Jossey-Bass.

Sweller, J., Van Merriënboer, J. and Paas, F. 2019. Cognitive architecture and Instructional Design: 20 Years Later. Educational Psychology Review 31, (2): 261-292.

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March 17, 2025
Searching for the Optimal Class Design to Maximize Learning – Faculty Focus

Have you ever wondered what makes a course highly effective? If you had to focus on one, two, or three essential factors, what would they be? Would you emphasize a supportive learning environment, cognitive and affective learning, pedagogical design, essential content, creating assessments, providing feedback, integrating technology, or something different? Reflecting on my years in academia, I find myself increasingly drawn to the challenge of designing the optimal class—one that not only engages students but also maximizes student learning. Why do some classes leave an indelible mark on students, while others quickly fade from memory? As you think about this task, I hope this exercise offers a stimulating intellectual endeavor: a chance to reflect and improve one’s teaching.

Perhaps I am taking the easy way out by emphasizing pedagogical design, as it could be argued that a well-designed course naturally incorporates all of the above factors. That said, what is it about an optimally designed class that resonates so deeply with my inner teacher? Simply, it is the way it combines cognitive and educational psychology—how people learn—with the scholarship of teaching and learning (SoTL), which focuses on how educators’ study and improve their teaching to increase student learning (McKinney, 2007). This convergence of theory and teaching practice offers one perspective for creating an optimal learning experience.

An Anticipatory Set

For me, a well-designed class begins with an anticipatory set and a review of prior learning. These activities work together to engage students, activate their prior knowledge, and prepare them for new content. An anticipatory set, for example, might ask students to brainstorm times when they applied knowledge in real-world settings. This approach not only sparks curiosity but also helps students connect the material to their personal experiences, facilitating affective learning. Following this, a review of prior learning solidifies what students have already learned and creates a transition to new material. By linking new content to existing knowledge, students move from learning in isolation to building meaningful connections. Together, these strategies reduce cognitive load (Sweller, Van Merrienboer, & Pass, 2019), allowing students to focus their mental energy on deeper understanding and application.

The Delivery

Next comes the delivery of new learning, which can be achieved through various methods such as assigned readings, live or pre-recorded lectures, class discussions, flipped classroom activities, or small group work. The key to presenting new material effectively is managing cognitive load—ensuring students are not overwhelmed by overly long or complex presentations. For instance, lecturing for extended periods without breaks, poorly structured group work, or using technology without a clear purpose can increase cognitive load and hinder learning. When students are required to concentrate for long periods or expend unnecessary mental energy, their ability to process and retain information decreases.

Present and Practice

After presenting new content, it is crucial to provide students with opportunities to practice what they have learned. This could take the form of a no-point or low-stakes quiz, a case study, group work, or even a reflective activity. These practice opportunities not only reinforce learning but also allow instructors to offer immediate feedback and guidance, helping students refine their understanding of the material.

Summary Statement

Finally, an effective class concludes with a strategy to summarize key points. This might involve asking students to write a summary statement, connect course concepts to learning outcomes, or collaborate to create mock exam questions. These activities encourage students to make meaningful connections between new and prior learning, solidifying their understanding and preparing them for future learning.

Approaching your course with an eye for cognitive load allows you to scaffold learning in ways that are both efficient and grounded in effective learning research. By carefully managing how new material is presented, providing opportunities for practice, and encouraging students to connect new knowledge to prior learning, you create a classroom environment where students can thrive. Moreover, adopting a SoTL mindset empowers educators to continually reflect on their teaching practices, identify what works, and make meaningful improvements—all with the goal of student learning.

Reflection

As you reflect on your own teaching, consider this: What small change could you make in your next class to better manage cognitive load or foster deeper connections between new and prior learning? Perhaps it is rethinking how you introduce new material, designing a low-stakes practice activity, or incorporating a summarization strategy at the end of a class. Whatever it may be, remember that teaching is an iterative process, and even small adjustments can have a positive impact on students. By embracing these principles and committing yourself to ongoing reflection and improvement, you not only enhance your teaching but also model for your students how to become lifelong learners.

Michael Kiener is a professor at Maryville University of St. Louis in their Clinical Mental Health Counseling program. For the past 10 years he has coordinated their Scholarship of Teaching and Learning Program, where faculty participate in a yearlong program with a goal of improved student learning. In 2012 and 2024 he received the Outstanding Faculty Award for faculty who best demonstrate excellence in the integration of teaching, scholarship and/or service. He has over thirty publications including a co-authored book on strength-based counseling and journal articles on career decision making, action research, counseling pedagogy, and active and dynamic learning strategies.

References

McKinney, K. 2007. Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco: Jossey-Bass.

Sweller, J., Van Merriënboer, J. and Paas, F. 2019. Cognitive architecture and Instructional Design: 20 Years Later. Educational Psychology Review 31, (2): 261-292.

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March 17, 2025
Students Explore STEM with Engineers
Middletown, PA – Phoenix Contact engineers head back into the classroom this week to teach sixth-grade science class at Middletown Area Middle School in Middletown, Pa. The classes are part of Phoenix Contact’s National Engineers Week celebration.

Phoenix Contact has worked with the school every February since 2007. The engineers lead hands-on lessons that make science fun. The goal is to inspire young people to consider careers in science, technology, engineering, and math (STEM).

The lessons include:
- Building catapults
- Racing cookie tins down ramps
- Building an electric motor
- Learning about static electricity with the Van de Graaff generator
“Our engineering team created this outreach program many years ago, and the partnership with Middletown Area School District has stood the test of time,” said Patty Marrero, interim vice president of human relations at Phoenix Contact. “National Engineers Week is a special time for them to share their passion for technology with students. It’s also our chance to thank our engineers for the creativity and innovations that drive our company forward.”

About Phoenix Contact

Phoenix Contact is a global market leader based in Germany. Since 1923, Phoenix Contact has created products to connect, distribute, and control power and data flows. Our products are found in nearly all industrial settings, but we have a strong focus on the energy, infrastructure, process, factory automation, and e-mobility markets. Sustainability and responsibility guide every action we take, and we’re proud to work with our customers to empower a smart and sustainable world for future generations. Our global network includes 22,000 employees in 100+ countries. Phoenix Contact USA has headquarters near Harrisburg, Pa., and employs more than 1,100 people across the U.S.

For more information about Phoenix Contact or its products, visit www.phoenixcontact.com, call technical service at 800-322-3225, or email [email protected].

eSchool Media staff cover education technology in all its aspects–from legislation and litigation, to best practices, to lessons learned and new products. First published in March of 1998 as a monthly print and digital newspaper, eSchool Media provides the news and information necessary to help K-20 decision-makers successfully use technology and innovation to transform schools and colleges and achieve their educational goals.

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February 21, 2025
Following Trump EOs, Naval Academy prohibits class materials

The U.S. Naval Academy’s provost told faculty last week not to use course readings “or other materials that promote” critical race theory, “gender ideology” and other topics targeted by the Trump administration, The Baltimore Banner reported.

The institution pointed to Trump’s multiple executive orders, which include one specifically restricting the curricula of military academies.

Provost Samara Firebaugh told faculty in the email to search materials for “diversity,” “minority” and other words and forbade them from using “materials that can be interpreted to assign blame to generalized groups for enduring social conditions, particularly discrimination or inequality,” the Banner reported. The Naval Academy confirmed the email to Inside Higher Ed but declined to provide a copy, saying it doesn’t share internal emails.

“That was a leak,” a representative from the institution’s public affairs office said.

In an email to Inside Higher Ed, the Naval Academy’s media relations arm said the provost’s message “provided more detailed guidance and clarity to ensure course materials and assignments are in alignment with all executive orders.” Commander Ashley Hockycko, public affairs officer at the Naval Academy, said the provost’s letter wasn’t meant to further restrict curriculum and coursework beyond the presidential executive orders—it’s just meant to provide “amplifying guidance and clarification.”

A Jan. 27 executive order titled “Restoring America’s Fighting Force” said educational institutions operated or controlled by the Defense Department and military “are prohibited from promoting, advancing or otherwise inculcating the following un-American, divisive, discriminatory, radical, extremist and irrational theories.” It then went on to list “gender ideology,” “divisive concepts,” “race or sex stereotyping,” “race or sex scapegoating” and the idea “that America’s founding documents are racist or sexist.”

On Jan. 29, Defense Secretary Pete Hegseth sent a memo saying, “No element within DoD will provide instruction on critical race theory, DEI or gender ideology as part of a curriculum or for purposes of workforce training“ and that military academies “shall teach that America and its founding documents remain the most powerful force for good in human history.”

The U.S. Air Force Academy and the U.S. Military Academy at West Point didn’t respond to requests for comment Tuesday about whether they’ve released similar guidance.

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February 19, 2025
Workers are cannibalised by the capitalist class (Nancy Fraser)

The world is facing multiple crises simultaneously: Climate change, the rise of authoritarian movements, and the exploitation of labor from the Global South, among others. Professor of philosophy and politics at the New School, Nancy Fraser, says “it can’t be a coincidence” – at the root of it all is capitalism.

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February 17, 2025
“How Are You Doing Today?” A Survey for Starting Each Class – Faculty Focus

This article first appeared in The Teaching Professor on January 22, 2024 © Magna Publications. All rights reserved. Try a FREE three-week trial of The Teaching Professor!

Mental health concerns have emerged as a heightened concern, gaining recognition among faculty members and becoming an integral aspect of academic discussions. This shift in focus has been particularly notable in the wake of the ongoing pandemic, prompting educators to find ways to support student well-being.

In higher education, where intellectual growth and academic achievement often take center stage, the mental well-being of students is a subject too frequently relegated to the periphery. Yet, as students navigate the landscape of university life, it becomes increasingly evident that the mental health of our students is not a sidenote but a fundamental chapter in their journey. The transition from high school to university represents a period of change, often marked by newfound freedoms and responsibilities. But it also brings with it an array of challenges, particularly in the realm of mental health. The stigma surrounding mental health issues and the reluctance to openly discuss them openly exacerbate the situation, leaving many students to silently grapple with their emotional well-being. As educators, we hold a unique position of influence in our students’ lives, one that extends beyond the classroom (Trolian et al., 2022). Thoughtfully harnessed, this influence can become a powerful tool in breaking down the stigma and showing students that their mental health matters.

To this end, I recently decided to start each class period with an anonymous, real-time Mentimeter survey asking, “How are you doing today?” There are two response areas—physical health and mental health—and students respond on a five-point scale with “poor” and “excellent” as the anchors (Figure 1).

Figure 1. Sample physical and mental health survey results

Over time, the survey became a normal part of the routine. The survey would be on the screen while students settled into their seats. I recorded the scores each week and would discuss how the current class compared with the previous class. I would ask students why they thought the scores were lower or higher. On one occasion, the mental health scores were almost a whole point lower than in the previous week. The students shared that there were several evaluations in other courses that were taking a toll on them. That prompted me to modify the plan I had for the class and give students some time to attend to other coursework.

At the halfway point of the term, I shared the results of the survey for the first six weeks in a line graph. I asked the students what they thought about the scores and whether they noticed any patterns or trends. They noted that both physical and mental health scores were lower around midterms. We had a brief chat about strategies they could use in anticipation of or during high-stress moments. Students shared that going for a walk, taking a break, seeing friends, and getting a good night’s sleep might be helpful.

As I continue to use this practice in my classroom, the next phase will be to gather information about the students’ experience. What’s it like for them to pause and reflect on their physical and mental health before class? If the scores are low does that make the class more difficult? While I hope the anonymity of the survey helps students to be truthful with their responses, it’s difficult to assess whether students feel comfortable enough to be vulnerable and rate their physical or mental health as “poor.” Gaining a sense of their experience will likely influence how I move forward with the surveys. One student shared that they were “surprised to see the survey after the first class, I thought it was just some kind of icebreaker, I was like, oh, she actually cares.”

While the administration and logistics of a survey like this are simple, it sends students a profound message: that you genuinely care about their well-being. As educators, we understand that the academic journey can sometimes be isolating, but when students see that their peers share similar struggles, it encourages empathy and mutual support (Park et al., 2020). Moreover, discussing this shared data in class validates their experiences, reinforcing the idea that your classroom is not just a space for academic growth but a community where each student’s well-being is valued.

By integrating questions about both physical and mental health into pre-class surveys, we normalize the conversation around mental well-being—a critical step in reducing the stigma around mental health. In many instances, conversations about physical health are commonplace, while mental health discussions remain unspoken. But posing questions about both stresses an important truth: mental health is an integral part of our overall well-being. It underscores that addressing mental health is not taboo but a legitimate concern. This shift in perspective encourages students to acknowledge and possibly seek help for their mental health, fostering a more compassionate academic environment.

Our role as educators extends beyond the dissemination of knowledge. Students’ satisfaction hinges on more than just our expertise; it’s equally influenced by our ability to create a supportive learning environment (Geier, 2021). This means that every one of us has the power to positively influence academic culture. Implementing strategies like well-being surveys signifies our commitment to holistic student development. It tells students that we are invested in their welfare—personally as well as academically. Together, we can shape an academic landscape where the pursuit of knowledge coexists with the pursuit of well-being, fostering resilient and empowered learners who are prepared to thrive in both their academic pursuits and life beyond the classroom. So, if you’re wondering how you’ll start your next class, consider asking your students, “How are you doing today?”

Danielle Dobney, PhD, is an assistant professor in kinesiology and physical education at the University of Toronto. A certified athletic therapist and registered kinesiologist, she holds graduate degrees in rehabilitation sciences from the University of Toronto and McGill University. Since 2014 she has been an athletic therapist for Canada Basketball and currently works with the senior women’s basketball team.

References

Geier, M. T. (2021). Students’ expectations and students’ satisfaction: The mediating role of excellent teacher behaviors. Teaching of Psychology, 48(1), 9–17. https://doi.org/10.1177/0098628320959923

Park, S. Y., Andalibi, N., Zou, Y., Ambulkar, S., & Huh-Yoo, J. (2020). Understanding students’ mental well-being challenges on a university campus: Interview study. JMIR Formative Research, 4(3), e15962. https://doi.org/10.2196/15962

Trolian, T. L., Archibald, G. C., & Jach, E. A. (2022). Well-being and student–faculty interactions in higher education. Higher Education Research & Development, 41(2), 562–576. https://doi.org/10.1080/07294360.2020.1839023

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January 31, 2025
“Are Working Class Voters Done with Democrats?” (CUNY School of Labor and Urban Stidies)

What’s at Stake for Labor:

Project 2025 and the Department of Government Efficiency

Wednesday, February 5

7:00pm – 8:30pm

Virtual event via Zoom webinar.

Register:

slucuny.swoogo.com/5February2025

Featured Speakers:

James Goodwin – Policy Director, Center for Progressive Reform

Diana Reddy – Assistant Professor, UC Berkeley Law

Arjun Singh – Senior Podcast Producer, The Lever

Moderated by Samir Sonti – Assistant Professor, CUNY School of Labor and Urban Studies.

What are the real costs to bear on workers–especially civil service and public sector workers – with Project 2025 and the establishment of Trump’s Department of Government Efficiency? What strategies can labor employ to counter this attack on working people and unions? How can looking back at previous far right policy projects help prepare us in our fight to protect workers? Join us to hear from law & policy experts and journalists as they discuss these urgent questions.

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January 30, 2025
Five-Minute Starts: Fifteen Ideas to Ignite Your Class – Faculty Focus

The first five minutes of every class in higher education holds far more significance than they might initially seem. These brief moments set the stage for active learning, focus, trust, and shaping the atmosphere of the entire session. When teachers begin with enthusiasm, engagement, and a thoughtful provocation, they foster an environment where students feel encouraged to approach the class with an open and curious mindset. These crucial minutes set the tone, influencing how students perceive the class, their peers, and their role within the learning environment. Classrooms using effective teaching methods that create engaging activities and promote active learning and critical thinking are more likely to result in deeper learning (Fink, 2013). Consider the “First Five Minutes” from the students’ perspective. Imagine their experience as they enter the classroom and transition into the initial moments of the session. 

Beyond sparking curiosity or excitement, this opening window of time is the opportunity to establish ground rules or a student contract. By outlining expectations for respectful dialogue, mindful language, and open-mindedness, educators can create a safe and inclusive space that promotes a sense of community. Simple active learning techniques such as a quick “temperature check” or low stakes writing activity (Lang, 2021) can allow space for students to express their feelings, particularly when discussing challenging or emotive material, which simultaneously builds empathy and inclusion. By immediately creating activities that foster a sense of community and respect, educators can encourage students to participate actively and share their perspectives, aligning with principles of inclusive pedagogy (Freire, 1970).

The transition from external preoccupations to a classroom focus is a critical moment in the learning process. Students may have their minds on social plans, pending assignments, personal issues, or reflections on previous classes. Effective educators anticipate this need for recalibration and strategically incorporate activities such as mindfulness exercises, thought-provoking prompts, or brief discussions to help students center their focus (Barbezat and Bush, 2014).

This initial period establishes norms for student participation, signaling that contributions are valued, everyone’s voice matters, and the class is an inclusive environment. Through the use of humor, storytelling, or stimulating questions, instructors can create a space where students build up confidence and are equal and active participants in the learning process. 

This atmosphere is important for the faculty as well. Creating safe spaces for students to learn is essential for fostering inclusive and supportive learning environments. Having a classroom culture where students feel respected, valued, and free to express diverse perspectives is vital in uncovering views, challenging approaches and reflecting on practice. Educators must model inclusive practices, invite collaboration, and encourage dialogue; however, there is also a responsibility to address bias or discrimination when it arises (Holley and Steiner, 2005). Incorporating social-emotional learning and trauma-informed approaches with students can help everyone feel secure and understood.

While there is no right answer for all situations, below we offer some ideas that may create the best possible atmosphere in a classroom.   

Fifteen Things to Try in the First Five Minutes

Play some music

You can play almost anything on YouTube or Spotify. You can create collaborative playlists in both spaces that allow students to choose music they would like to hear. Music changes the ambiance. 

Greet students as they walk in

It is nice to be welcomed into a space. A smile and a greeting can go a long way in making someone feel like they are in the right place—like they belong. 

Move the tables and chairs into something other than rows

If you can, making small groups of tables or students in the room can help students “see” each other. It puts the focus on the students themselves rather than the screen at the front of the room. 

Start with epiphanies

A lot of unexpected learning happens between classes that may or may not be directly related to the course content. Allowing students to share “epiphanies” they had encourages them to share and can sometimes lead to interdisciplinary connectivity.  

Use entry tickets

There are several ways to use an “entry ticket” but it usually involves students creating something, either on paper or online. Padlet is a good digital tool. The idea is that students are asked to do some thinking and creating. It can also serve to see who is in the classroom. 

One quote: Five minutes of reflection and discussion

Quotes can be inspirational. Spending some time at the start of each class reflecting and sharing thoughts around a content-related quote can generate some good thinking!

Quickly create and share something

In small groups, use Legos to build animals or objects, arrange pieces of paper with single words to craft poems, or utilize Google Docs for digital collaboration. Have students share stories about their creations or read their poems aloud. It’s a low-pressure way to foster teamwork.

Remember those current events

Incorporate relevant current issues and events that connect with your students and the subject you teach. This might come naturally in government courses during an election year but can be more challenging in a math class.

Bring something important

Choose an item that represents a part of who you are—it can be anything. Dedicate the first five minutes of class to exploring its collective significance and purpose. Students can share what their chosen item means to them, why it matters, and perhaps how it influences others.

Journaling

Begin class with a few quiet minutes of writing to help students center their focus. Responding to each journal entry transforms them into meaningful conversations between faculty and students. This approach ensures even quieter participants receive your undivided attention at some point.

Say hi to a neighbor

Ask students to speak to someone they don’t usually sit beside to say hi/how is your week going. This encourages new friendships and community in the class and may offer students the chance to learn from someone new. 

Celebrate a success

Invite students to share their biggest personal or academic achievement of the week. This practice connects their outside experiences to the classroom and highlights their accomplishments.

Taking the temperature

Some faculty begin class by creating a word cloud to capture how students are feeling and use it to “take the temperature” of the room, adjusting the session accordingly. Tools like Poll Everywhere or similar platforms allow students to share their emotions, helping them feel centered while giving faculty insight into their state of mind.

Mindfulness activities: Five senses grounding activity

Describe five things you can hear, four things you can see, three things you can touch, two things you can smell, and one thing you can taste.

The classic overview

Present the session’s outcomes, then propose a schedule for the class and invite students to review it and suggest alternatives. By predefining the intended learning outcomes, I aim to give our (adult) students a sense of shared ownership over how the class will unfold.

Marie McQuade is a lecturer at the University of Glasgow, and program lead for the BA Childhood Practice. Currently, McQuade is also deputy head of the Department for Educational Leadership and Policy at the School of Education and teaches and supervises across a range of undergraduate and postgraduate programs.

Todd Conaway is an instructional designer at the University of Washington | Bothell with eighteen years of experience working with faculty in and around digital pedagogy. He was a high school English teacher and has been teaching a variety of courses at the community college and university level for twenty-five years.

References

Barbezat, D.P. and Bush, M. (2014). Contemplative practices in higher education: Powerful methods to transform teaching and learning. San Francisco: Jossey Bass. 

Fink, L. D (2013). Creating Significant Learning Experiences—An Integrated Approach to Designing College Courses. Jossey-Bass.

Freire, P. (1970). Pedagogy of the Oppressed. New York: Seabury Press.

Holley, L. C., & Steiner, S. (2005). Safe space: Student perspectives on classroom environment. Journal of Social Work Education, 41(1), 49–64. 

Lang, J. M. (2021). Small teaching: Everyday lessons from the science of learning (2nd ed). Jossey-Bass.

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January 29, 2025
Protesters Interrupt Israeli History Class at Columbia University With Anti-Zionist Fliers (Storyful News and Weather)

Higher Education Inquirer : Protesters Interrupt Israeli History Class at Columbia University With Anti-Zionist Fliers (Storyful News and Weather)

Protesters Interrupt Israeli History Class at Columbia University With Anti-Zionist Fliers (Storyful News and Weather)

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January 24, 2025