Tag: community in the classroom

Beyond Syllabus Week: Creative Strategies to Engage Students from Day One – Faculty Focus
Ever wonder why students don’t read the syllabus, despite the time and effort we put into creating it? It serves as a contract between instructors and students (Eberly, Newton, & Wiggins, 2001), outlining the entire semester’s expectations, assignments, and deadlines. Yet, many students simply aren’t motivated to read it. They often find syllabi overwhelming, unengaging, or even unreadable. In many classes, professors go over the syllabus during the first week (Richmond, 2016), so frequently that students have dubbed it “syllabus week” — not exactly the most exciting start to a semester! Students often form impressions about their courses within the first few minutes of class (Roberto, 2021). Simply standing in front of the room and reading through the syllabus page by page isn’t the most engaging way to showcase what your class has to offer.

What if there were more effective ways to get students to not only read it, but to actively engage with it? Many students skip over it because learning management systems (LMS) like Canvas, Blackboard, and D2L now contain everything they need in one place. Yet, as instructors, we still rely on the syllabus to provide a clear roadmap for the semester.

So, how can we make it more engaging? Below are some strategies to encourage students not only to read the syllabus but to enjoy exploring what your class has to offer and what to expect throughout the semester. Here are five effective strategies to encourage students to engage with your syllabus. While some involve additional technology, leveraging these tools can enhance the experience and make the syllabus more interactive.
1. Use Notebook LM to create a podcast of your syllabus. Professors can use Notebook LM to generate a podcast version of their syllabus by uploading your syllabus and allow the AI to summarize and structure the content into an engaging audio format. This makes the syllabus more accessible and interactive for students.
1. Do polling questions using apps like PollEverywhere, Mentimeter and my favorite, Slido, to create interactive quizzes about key syllabus details. By turning the syllabus into a fun, live Q&A session, students engage actively while reinforcing important information about course policies, deadlines, and expectations in an engaging and memorable way.
1. Think-Pair-Share. Ask students to reflect on the following questions: How does this syllabus compare to others you’ve had? What strengths stand out to you? What challenges do you anticipate after reading it? Have them write down their thoughts individually, then pair up to discuss their responses. Finally, bring the class together for a group discussion, allowing you to clarify any questions or concerns as students share their insights. This activity not only helps students engage with the syllabus but also fosters a sense of community on the first day by encouraging interaction and shared understanding.
1. Have students annotate the syllabus. Have students annotate the syllabus—a great suggestion from an X post by Remi Kalir. In pairs or small groups, students will review the syllabus together, adding annotations that include clarifying questions, opinions on assignments and readings, and responses to course policies. Using a shared document like Google Docs allows everyone to see and engage with each other’s comments in real time. Another tool to use could be Perusall as the annotation tool. This not only helps students actively engage with the syllabus but also serves as a valuable community-building activity on the first day. The professor can then review the comments to address questions and provide further clarification.
1. Syllabus Station. In this community-building activity, students will work in groups to identify three key takeaways from the syllabus. At a designated syllabus station in a gallery walk, each group will review a hard copy of the syllabus, discuss its most important points, and write their top three on a large post-it poster. As groups rotate through the stations, they will add their insights to the poster, creating a collaborative summary of essential course information. This interactive approach encourages engagement with the syllabus while fostering teamwork. (I wrote an article on this in Faculty Focus, highlighting different first-day stations I use in class. Begin the Semester with Classroom Community Building Activities to Increase Student Engagement)
Many of these strategies align with community-building activities that foster a supportive and engaging classroom environment, encouraging student participation and a sense of belonging (Ricevuto & McLaughlin, 2022). By implementing one of these approaches, you not only help students engage with the syllabus but also strengthen classroom connections—creating a win-win situation.

Additionally, many of these techniques can be adapted for online courses with slight modifications. In an online setting, these techniques can be easily adapted:
- Annotation activities can be done using collaborative tools like Hypothesis or Perusall, where students can highlight and comment directly on the syllabus.
- Polling questions using Slido, PollEverywhere, or Mentimeter can be embedded in a live session or asynchronously in a discussion board.
- Gallery walk-style activities can be recreated using shared Google Docs, Padlet boards, or discussion forums where students contribute key syllabus takeaways.
- Podcast versions of the syllabus can be recorded using Notebook LM, making it more accessible for students who prefer audio content.
By making small adjustments, these interactive techniques can work just as effectively in an online environment, ensuring that students engage with the syllabus while also building a sense of community within the virtual classroom.

By using these interactive strategies, you can transform the syllabus from a passive document into an engaging, community-building tool. Whether through annotation activities, polling questions, collaborative discussions, or creative formats like podcasts, these approaches help students actively engage with course expectations while fostering a sense of connection with their peers. When students feel involved from the start, they are more likely to participate, ask questions, and take ownership of their learning. Creating a welcoming and interactive syllabus experience not only ensures students understand the course structure but also sets the tone for a supportive and engaging classroom environment—both in-person and online.

Dr. Joanne Ricevuto is the Assistant Vice President for Instructional Success, overseeing faculty programming at her institution and leading professional development workshops on key topics in higher education. She also serves as the managing editor for the Office of Instructional Success website. With over 20 years of experience in higher education, she has taught as a professor of early childhood education and has authored numerous articles on virtual learning and student engagement. She is also the co-author of Engaging Virtual Environments: Creative Ideas and Online Tools to Promote Student Interaction, Participation, and Active Learning.

References

Elberly, M. B., Newton, S. E., & Wiggins, R. A. (2001). The syllabus as a tool for learner-centered learning. The Journal of General Education, 50, 56–74.

Ricevuto, J. & McLaughlin, L. (2022). Engaging virtual environments: Creative ideas and online tools to promote student interaction, participation, and active learning. Stylus Publishing.

Richmond A. S. (2016). Constructing a learner-centered syllabus: One professor’s journey. IDEA paper #60. IDEA Center, Inc.

Roberto, M. (2021, April 9). Engaging students on the first day and every day: 7 strategies for connecting in the classroom. Harvard Business Publishing Education.
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February 26, 2025
Increasing Classroom Engagement – Faculty Focus
In undergraduate classrooms, instructors encounter a variety of students with diverse backgrounds and different personalities. Since discussion-based learning, both in-person and virtual, remains important, teachers should find ways to encourage student engagement in classroom activities and discussions. Student engagement is also critical to the success of students who are more self-directed and specialized, as it allows them to dive deeper into course material within their specialized areas of interest.

When more students are engaged, class conversations become richer, enhancing student learning. For instance, introverted students may have strong opinions and much to contribute but may hesitate to share during class. Students, whether introverted or not, might feel uncomfortable or uninterested in joining group discussions for various reasons. It is the instructor’s challenge to create a comfortable class environment. Not only will students benefit, but instructors can feel more at ease in their own classrooms.

Genuine connections between students are based on trust, which can be encouraged in several ways. Trust-building connections are fostered in an environment with instructor presence and constructive feedback. Students benefit from instructor buy-in, effort, and intention.

To boost classroom interaction and active participation, instructors can include proven strategies in their “teaching toolkit” to foster empathetic connections among their students. Here are some suggestions for your consideration:
- Outline course guidelines clearly. Students need to understand what is expected of them in your course. If class participation standards are set from the beginning—with appropriate explanations regarding “why”—student buy-in should increase. After students understand course expectations, instructors should make every effort to give students timely and constructive feedback. Doing so keeps students accountable and reinforces the course guidelines.
- Model reflective listening. When students participate in a class discussion, instructors should make eye contact, give full attention, and provide visual cues to show understanding. Taking a moment to paraphrase or ask clarifying questions shows engagement and listening on the instructor’s part.
- Encourage reflective listening. Help reduce distractions when students speak. Invite students to validate each other’s responses. Brief instructor participation when students are having group discussions and modeling behavior you seek to encourage can go a long way.
- Praise appropriately. Offer brief, genuine praise when students reflectively listen to each other and provide gentle reminders when appropriate.
- Creatively introduce group discussions. Mix things up. Consider having students draw questions from a hat for discussion or assign a different group member to lead the discussion for each question. You may wish to time discussions or set goals so student groups stay focused and on task.
- Use a variety of classroom activities, but don’t overdo it. Include a group discussion or short activity during every class period. Recognize that classroom activities are like seasoning on food—a little is great, but too much can be overwhelming. Classroom activities should drive home the purpose of the course material being covered. In-class activities can break up what may be perceived as monotony by students.
- Encourage students to interact with new classmates. Student groups should rotate frequently to ensure that everyone has the opportunity to interact with different individuals. You may wish to randomly assign groups to mix students up.
- Invite alternative views. Be sensitive to different perspectives and alternate points of view. Help students recognize that conflicts can be resolved without contention. Students don’t have to agree on a particular topic or point of view, but they do need to show respect to others. To help students and teachers better understand the importance of respecting different perspectives, share a mantra with your students, such as: “Seek to understand before seeking to be understood” to emphasize the value of listening and understanding others’ viewpoints before expressing one’s own views to foster a more respectful and open-minded classroom environment.
- Use peer feedback grading. Learning to give constructive feedback is a skill students can learn with practice. Prompting from the instructor can go a long way when it comes to feedback. Making suggestions such as having students include pros and cons or commenting only on things that are in the student’s control may be helpful.
- Share stories. Who doesn’t enjoy an interesting and relevant story? Stories help students remember information in a fun way. Collect stories that illustrate key principles and important points you’re trying to teach. Stories are relatable and can put listeners at ease.
- Encourage students to share their own stories. Classrooms consist of diverse individuals with a multitude of different stories and perspectives. Sharing stories is an excellent way for students to learn more about the worldviews of others.
- Use appropriate humor. Laughter creates connection. Including tasteful humor in activities and discussions can improve student buy-in and retention. An easy place to start could be to include a joke or riddle-of-the-week for your class to contemplate.
- Invite student feedback. Make course consistency and fairness a priority. Students need to feel they are valuable and their opinions matter. After receiving excellent feedback, instructors should seriously consider making appropriate changes.
Recognize that potential pitfalls can also accompany increased student engagement. Classroom challenges may include:
- Uneven participation or nonparticipation. Some students may attempt to dominate activities and discussions. In any group, some individuals will always be more talkative while others will be quieter.
- Inconsistent results. No two student groups are ever the same. What works in one class may fail spectacularly in another. Stay flexible and be ready to move on if something isn’t working.
- Time management. Activities may take longer than anticipated, so be conscious of the clock. Setting a timer can be helpful to keep everyone on task.
- Student conflicts. Disagreements can lead to conflict, so it’s important to foster a culture of classroom respect to minimize conflict and prevent personal attacks.
- Overwhelmed introverts. Some students may feel uncomfortable speaking and participating in group activities, but be patient and gently encourage their involvement.
- Increased preparation time. Successful activities often need advance planning and materials, so keeping a list of activity and discussion ideas can help avoid last-minute scrambling.
While practice doesn’t necessarily make perfect, expect to have some less-than-perfect experiences as you adjust your teaching style to incorporate some of these techniques. Keep what works—jettison the rest. With forethought and practice, you can make your classrooms more open and inviting to your students.

Dr. Allie Hamstead DC is an Assistant Professor of Clinical Sciences at Sherman College of Chiropractic. She specializes in perinatal and pediatric care. She graduated from the University of South Carolina in 2007 and Sherman College in 2012. She is a practicing chiropractor in Simpsonville, South Carolina and mother to four daughters.

Kenneth L. Alford is a professor of Church History and Doctrine at Brigham Young University and a Colonel, U.S. Army (Retired). He has authored/edited 13 books and over 200 articles.
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February 21, 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
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