Tag: Student Engagement

Bridging the Divide: Teaching Across Online and In-Person Classrooms – Faculty Focus
In today’s higher education landscape, many of us are navigating dual identities, teaching both online and in-person, often in the same term. While these environments may feel vastly different, great teaching is rooted in a core set of pedagogical values that transcend modality.

This article explores the shared foundations of quality instruction and offers practical strategies to help you confidently shift between digital and physical classrooms without compromising academic quality or student engagement.

What Makes Good Teaching, Good?

Whether we’re standing in a lecture hall or posting an announcement in an LMS, effective teaching starts with:
- Clear objectives
- Active learning
- Strong communication and presence
- Inclusive design
- Meaningful assessment
These fundamentals remain the same. What changes is how we deliver them.

Modality shouldn’t distract us from sound pedagogy. Whether synchronous or asynchronous, face-to-face or online, our work is grounded in backward design, student-centered approaches, and ongoing assessment. Re-centering our focus on these pillars helps us adapt thoughtfully, not reactively.

Example: Learning Objectives in Action

Anderson and Krathwohl (2001) emphasize the importance of well-defined learning objectives. In-person, this could look like writing objectives on the board or incorporating them into your lecture. Online, it might involve embedding objectives into weekly modules and pairing them with a short video or visual explanation.

Take the objective: “Apply ethical decision-making models to patient care scenarios.”
- In the classroom, this might involve a role-play simulation followed by a guided discussion.
- Online, it could become a case study analysis shared on a discussion board, followed by peer responses using a structured framework.
Same goal—different path.

Active Learning: Across Formats, It Works

Bonwell and Eison (1991) first advocated for active learning to deepen student engagement, and later research (Freeman et al., 2014) confirmed its positive impact, especially in STEM fields. The modality doesn’t limit engagement; it simply shapes the format.
- In-person, this may involve group work, real-time debates, or problem-solving tasks.
- Online, use breakout rooms, Google Docs, Padlet, Mentimeter, or discussion forums to simulate those same dynamics.
Students learn best when they are participants, not passive consumers, in the learning process.

Communication, Presence, and Feedback

Instructor presence is a key predictor of student success (Richardson et al., 2017). On campus, presence may happen organically through body language, hallway conversations, or impromptu check-ins.

But online, presence requires intention.

A few simple strategies that make a big impact:
- Weekly video or audio announcements
- Personalized feedback
- Emojis and voice comments in discussion boards
- Prompt, encouraging messages
These touchpoints help students feel supported, seen, and guided, regardless of where or when they log in.

Design and Structure Matter

A well-organized course reduces cognitive load and promotes confidence. Online, this might mean consistent modules, clear navigation, and due dates embedded in calendars. In-person, it could look like daily agendas, visual timelines, or scaffolded activities.

Anderson and Krathwohl (2001) remind us: start with the end in mind. Objectives drive assessments, which in turn shape content delivery. No matter the format, clarity and alignment help students thrive.

Assessment and Feedback

Assessment shouldn’t just evaluate learning; it should shape it. Hattie and Timperley (2007) stress the importance of feedback in closing the learning loop.
- In-person, use exit slips, real-time polling, or think-pair-share.
- Online, leverage auto-graded quizzes with explanations, journals, or reflective prompts with peer feedback.
Equity, Engagement, and Flexibility

CAST’s Universal Design for Learning (2018) reminds us to offer multiple means of representation, expression, and engagement. Think transcripts with videos, flexible deadlines, and tech check-ins early in the term.

Online learners often juggle jobs, caregiving, or time zone differences. In-person students may rely on structure but still disengage without varied methods. Both benefit from thoughtfully designed engagement strategies.

Time and energy differ by modality:
- Online requires more front-end design and structure.
- In-person demands real-time adaptability and energy.
Both require flexibility and empathy.

From Performer to Designer

In-person, instructors often act as facilitators and performers, using presence and spontaneity to engage. Online, the role shifts toward that of designer and communicator.

Darby and Lang (2019) champion “small teaching” strategies, such as short videos, weekly check-ins, and structured prompts as powerful tools to maintain momentum and connection online.

Regardless of the environment, our purpose remains unchanged: to guide, support, and respond to our students’ learning journeys.

Final Thoughts: Teaching is Teaching

To sum it up:
- Great teaching is rooted in strong pedagogy—not platform.
- Build presence, design with clarity, and prioritize equity.
- Embrace the tools of the modality but let pedagogy lead.
You don’t have to choose between being tech-savvy and student-centered. You can (and should) be both.

By making these mindful shifts, we ensure that students, wherever they are, receive the same level of support, engagement, and academic challenge.

Michele Poulos has dedicated more than twenty-five years to education, with experience spanning elementary, secondary, and post-secondary settings. She holds a Bachelor’s degree in Elementary Education, a Master’s degree in Psychology, and is currently pursuing her doctoral degree in Human and Learning Science. Throughout her career, she has taught and learned in both traditional classrooms and fully online environments, giving her a unique perspective on how students thrive across modalities. Michele currently serves as the Director of Online Education at Pima Medical Institute, where she oversees online programs, faculty development, and strategic initiatives designed to enhance student learning and success. Her professional accomplishments have been recognized nationally, as she was inducted into Marquis Who’s Who in America for four consecutive years (2022–2025). Her passion for education is matched by her commitment to family life. She resides in Naples, Florida, with her husband and their two children—ten-year-old Trenton and eight-year-old Eliana—who continually inspire her dedication to both teaching and lifelong learning.

References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Longman.

Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Report No. 1. George Washington University.

CAST. (2018). Universal Design for Learning guidelines version 2.2. http://udlguidelines.cast.org

Darby, F., & Lang, J. M. (2019). Small teaching online: Applying learning science in online classes. Jossey-Bass.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487

Richardson, J. C., Maeda, Y., & Swan, K. (2017). Predicting student achievement and satisfaction in online courses with a structural equation model. Online Learning, 21(3), 1–25. https://doi.org/10.24059/olj.v21i3.1180
Source link
January 26, 2026
What Education Leaders Can Learn from the AI Gold Rush – The 74

Get stories like this delivered straight to your inbox. Sign up for The 74 Newsletter

Every week, my 7-year-old brings home worksheets with math problems and writing assignments. But what captivates me is what he creates on the back once the assigned work is done: power-ups for imaginary games, superheroes with elaborate backstories, landscapes that evolve weekly. He exists in a beautiful state of discovery and joy, in the chrysalis before transformation.

My son shows me it’s possible to discover something remarkable when we expand what we consider possible. Yet in education, a system with 73% public dissatisfaction and just 35% satisfied with K-12 quality, we hit walls repeatedly.

This inertia contributes to our current moment: steep declines in reading and math proficiency since 2019, one in eight teaching positions unfilled or filled by uncertified teachers, and growing numbers abandoning public education.

Contrast this with artificial intelligence’s current trajectory.

AI faces massive uncertainty. Nobody knows where it leads or which approaches will prove most valuable. Ethical questions around bias, privacy and accountability remain unresolved.

Yet despite uncertainty — or because of it — nearly every industry is doubling down. Four major tech firms planned $315 billion in AI spending for 2025 alone. AI adoption surged from 55% to 78% of organizations in one year, with 86% of employers expecting AI to transform their businesses by 2030.

This is a gold rush. Entire ecosystems are seeing transformational potential and refusing to be left behind. Organizations invest not despite uncertainty, but because standing still carries greater risk.

There’s much we can learn from the AI-fueled momentum.

To be clear, this isn’t an argument about AI’s merits. This is a conversation about what becomes possible when people come together around shared aspirations to restore hope, agency and possibility to education. AI’s approach reveals five guiding principles that education leaders should follow:

1. Set a Bold Vision: AI leaders speak in radical terms. Education needs such bold aspirations, not five percent improvements. Talk about 100% access, 100% thriving, 100% success. Young people are leading by demanding approaches that honoring their agency, desire for belonging, and broad aspirations. We need to follow their lead.

2. Play the Long Game: Companies make massive investments for transformation they may not see for years. Education must embrace the same long-term thinking: investing in teacher development programs that mature over years, reimagining curricula for students’ distant futures, building systems that support sustainable excellence over immediate political wins.

3. Don’t Fear Mistakes: AI adoption is rife with failure and course corrections. Despite rapid belief and investment, over 80% of AI projects fail. Yet companies continue experimenting, learning, adjusting and trying again because they understand that innovation requires iteration. Education must take bold swings, have honest debriefs when things fall flat, adjust and move forward.

4. Democratize Access: AI reached 1.7 to 1.8 billion users globally in 2025. While quality varies and significant disparities exist, fundamental access has been opened up in ways that seemed impossible just years ago. When it comes to transformative change in education, every child deserves high-quality teachers, engaging curriculum and flourishing environments.

5. Own the Story, and Pass the Mic: Every day, AI gains new ambassadors among everyday people, inspiring others to jump in. The most powerful education stories come from young people discovering breakthroughs during light bulb moments, from parents seeing children thrive, from teachers witnessing walls coming down and possibilities surpassing imagination. We need to pass the mic, creating platforms for students to share what meaningful learning looks like, which will unlock aspirational stories that shift the system.

None of this is possible without student engagement. When students have voice and agency, believe in learning’s relevance and feel supported, transformative outcomes follow. As CEO of Our Turn, I was privileged to be part of efforts that inspired leaders and institutions across the country to invest in student engagement as a core strategy. We’re now seeing progress: all eight measures of school engagement tracked by Gallup reached their highest levels in 2025. This is an opportunity to build positive momentum; research consistently demonstrates engagement relates to academic achievement, post-secondary readiness, critical thinking, persistence and enhanced mental health.

Student engagement is the foundation from which all other educational outcomes flow. When we center student voice, we go from improving schools to galvanizing the next generation of engaged citizens and leaders our democracy desperately needs.

High-quality teachers are also essential. Over 365,000 positions are filled by uncertified teachers, with 45,500 unfilled. Teachers earn 26.4% less than similarly educated professionals. About 90% of vacancies result from teachers leaving due to low salaries, difficult conditions or inadequate support.

Programs like Philadelphia’s City Teaching Alliance prove what’s possible: over 90% of new teachers returned after 2023-24, versus just under 80% citywide. We must create conditions where teaching is sustainable and honored through higher salaries, better working conditions, meaningful professional development and cultures that value educators as professionals.

Investing in teacher quality is fundamental to workforce development, economic competitiveness and ensuring every child has access to excellent instruction. When we frame this as both a moral imperative and an economic necessity, we create the coalition necessary for lasting change.

Finally, transformation must focus on skill development. The workforce young people are entering demands more than technical knowledge; it requires integrated capabilities for navigating complexity, building authentic relationships and creating meaningful change.

At Harmonious Leadership, we’ve worked with foundations and organizations to develop leadership skills that result in greater innovation and impact. Our goals: young people more engaged in school and communities, and companies reporting greater levels of innovation, impact and financial sustainability.

The appeal here is undeniable. Workforce development consistently ranks among the top priorities across political divides. Given the rapid rate of change in our culture and economy, we need to develop skills for careers that don’t yet exist, for challenges we can’t yet imagine, for a world that demands creativity, adaptability and resilience.

The AI gold rush shows what’s possible when we set bold visions, invest for the long term, embrace learning from failure, democratize access and amplify voices closest to transformation.Our children, like my son drawing superheroes on worksheet backs, are in chrysalis moments. The choice is ours: remain paralyzed by complexity or channel the same urgency, investment and unity of purpose driving the AI revolution. We know what works: student engagement, quality teachers and future-ready skills. The question isn’t whether we have solutions. It’s whether we have courage to pursue them.

Did you use this article in your work?

We’d love to hear how The 74’s reporting is helping educators, researchers, and policymakers. Tell us how

Source link

January 25, 2026
Explain it in 100 Words: Say Less, Engage More – Faculty Focus
I teach Media Writing at a small community college in southeast Texas, and although that may sound remote, my students – like most young students – are quite tech-savvy. I am always on the hunt for better ways to engage them in the art of writing. I regularly refer to Pixar’s 22 Rules of Storytelling, and Tobias’s 20 Master Plots to get the juices flowing, because what we write is largely storytelling. Mostly, I want them to focus on writing and re-writing. One day, while researching subject matter prompts for my class, something caught my eye. What was this “100-word story?”

When I was assigned to teach Media Writing, I was supplied with a textbook that focused on just writing for print and broadcast. But we all know that most of news writing leans on what the reader will see online as well. Plus, with the diversity of the internet, all media writing is not just for traditional news. Because the world has changed dramatically, I knew a pivot was in order. Remembering my creative writing class from long ago and far away, I drew on an exercise we did in that class. It is called free writing, and I thought it would be a motivational technique for my students.

Free writing is a writing technique that has no form or structure. You just write your thoughts on a certain subject for a set period of time. I challenged my students to engage in this practice on a weekly – if not daily – basis.

Editing is a big part of writing a 100-word story. To get started, one could just free write. With free writing, my students resisted at first. But once they got the hang of it, their thoughts would flow. The ultimate challenge was to go back and make sense of it!

So, let’s say you’ve done a little free-writing on a topic. You have been writing for 20 minutes, so your topic may look like mush. Now you have to make sense of it. You pull out the best thoughts, and make spelling and grammar corrections, and you could possibly have an article. And going a step further, you may want an “introductory piece” to your article. That’s where a 100-word story comes in. Pull out the best parts to “tease” your article, then edit it down to 100 words.

Although a 100-word story is useful when writing an article, your “story” can also introduce course subject matter and set the pace – sort of a “tease” – to pull the reader in.

Here are just a couple of ways to use the 100-word strategy:
- Introduction to a course or module. We know attention spans are shrinking, so pull them in with a short course introduction, and short intros to your teaching modules. Students will appreciate the “chunks” you present in a way that gets them engaged in the topic.
- Use the 100-word strategy for assignment guides and explaining assessments. You would be surprised at how quickly you can get your point across by condensing instructions.
As a former producer at a local TV station, I was charged with creating news topicals (current news stories) that involved reading reporters’ complete stories, then explaining the content in exactly 4, 15, or 30 seconds. Sounds intimidating, but after my trial and error period, I could read the story, confirm the highlights with the reporter, and write a 4-second tease. So, 100 words would have seemed generous to me.

Now, some might contend that there are better ways to write an article introduction, or introduction to a chapter study or lecture, and I won’t argue with you! This is just one option. It is a way to condense and simplify your message. Even if I don’t always stick to a strict 100-words, I keep it close, because let’s face it, this style of chunk writing is easily digestible and works to strengthen a student-reader’s attention span. According to Books Calculator, it takes a reader about 24 seconds to read 100 words. You can effectively grab the reader’s attention with 100 words, and if you can do that, you can begin the learning process.

Even outside the classroom, leading with a 100-word story has its advantages. Let’s say you are promoting a speaker for your school and you are creating a flyer, you can use this concept to make your pitch short and sweet. For example:

Join us on Tuesday February 4, when we welcome multi-media journalist Brandi Smith from Rice University’s Office of Public Affairs. Previously, Brandi worked at KHOU 11 in Houston, Texas where she executed “Living in the Lone Star – Hidden Gems,” a TV segment that offers 11 different ways to see and learn about Houston. Brandi earned her bachelor’s degree in Electronic Media from the University of Oregon after receiving her Associates degree in Journalism from Umpqua Community College in Roseburg, Oregon. Come and hear her unique story of perseverance as part of our Speaker Series in the Library at 2:00 P.M.

You just read a 100-word story!

Lastly, I would be remiss if I did equip you with an all-the-rage AI tool or two, for those of you that still get stuck and need more assistance – or just want to explore what AI has to offer:

So, there you have it. A few tips on using the 100-word story. I think you will grow to adore this concept as much as I do. Have fun exploring!

Denise Bates is an Instructor in the Communications Department at Alvin Community College in Alvin, TX. She has been teaching at Alvin Community College since 2019. She enjoys teaching communications courses because it is fascinating how the media industry grew and developed in the 20th Century and how it all changed when the Internet disrupted everything and forced us to embrace the technologies in the 21st Century.

References

100 Word Story (n.d.) https://100wordstory.org

100 Word Story. (n.d.) The Fanciful Story of 100 Words, Lynn Mundell, Writer and Editor https://lynnmundell.com/100-word-story/
Source link
January 23, 2026
Supporting Students Through Feedback: Approaches for Faculty – Faculty Focus

Student success and socio-emotional well-being, including coping and adjusting to college life (particularly during their first year) continue to be pervasive issues (van der Zanden et al., 2018; Welle & Graf, 2011). Social support received from a variety of sources (including faculty) are linked to better physical and emotional well-being and academic performance (Hartung et al., 2015; Mattanah et al., 2012; Micari & Pazos, 2012; van der Zanden et al., 2018; Walton et al. 2015). In particular, building rapport and relationships with faculty, and even informal interactions with faculty have all been found to contribute to various positive outcomes including greater student engagement, achievement, motivation, and socio-emotional functioning (Decker et al., 2007; Halawah 2006; Pascarella & Terenzini 2005; Thompson, 2001; van der Zanden et al., 2018; Woodside et al., 1999).

Supporting students is important for their success and this task is not a singular activity completed by a single person. There are various people in positions at the institution which contribute to supporting students and their ultimate success, including but not limited to, faculty, student advisors, student support services (writing center, library, accommodation office, etc.), department administrators, etc. One avenue within the faculty role that is important to highlight is our everyday communications, interactions with, and feedback to students.

Our focus here is on student feedback and how that can contribute to their success, broadly defined, which includes both meeting academic milestones, and mental health and well-being. We use the term feedback here to refer, quite broadly, to a number of linguistic interactions with students which might be verbal or written, delivered synchronously or asynchronously. Because, when we really consider all of our interactions with students, many of them are feedback-like without being tied to an assessment or improving their work (i.e., providing them with a way to gauge how they’re doing in this role of student which they fulfil on our campuses). For example, we may provide advice on study strategies or balancing their out-of-class obligations with their studies, or other advising conversations which could be included under the umbrella term of feedback. Similarly, faculty feedback can serve as intervention strategies to adjust student behaviors if they are struggling with their course work and/or the overall transition process.

Applications

Foster Early Communication and Connection

Starting the semester with a sense of community, building rapport between students and instructor as well as among students is important. One way to build this is to encourage students to post an introduction on the learning management system (LMS) with a photo and a “hidden fact” (e.g., they have an interesting family situation such as many siblings, an identical twin, etc., they work in a unique place, their hometown is far away, etc.). In response to these posts, I always ask a genuinely curious question (“What breed of dog is that?” or “Do you still play/have you always played that position in hockey?”). The purpose of these follow-up questions is twofold. First, genuine curiosity conveys interest and can foster open communication in building individual relationships with students. Second, that feedback on their introduction can also serve to highlight areas of the introduction where students could have been clearer and might improve future writing skills without seeming overtly critical.

Reimagine Office Hours

Another early-semester intervention relates to office hours. Attending office hours is beneficial to students and helps them connect with their professor. We can “force” students to attend (required for credit or bonus point or only strongly encouraged) by framing it as a get-to-know-you opportunity. I had a colleague who called it “Tea with Me” and, although it was not required (nor did it involve tea), students enjoyed engaging with their instructor in this informal manner (the optional nature of the activity was also intentionally not made explicit when students were sent a link to register for “tea” time during the first two weeks of the semester).

Additionally, “office hours” is not really the most inviting or descriptive label for this valuable time where faculty are available for students, so these can be re-named to be more explicit about what the purpose of office hours are or to make them more inviting to students. A quick request to your favorite generative AI tool might propose new names such as Brain Breaks & Beverages; Curiosity Café; Study & Support Session; Curiosity Hour; Prof Pop-Ins; Connect & Reflect; Recharge & Reach Out; Growth Hour, along with many clever personalized alliterations.

As a bonus tip, students don’t always know where our offices are, so offering a bonus point for taking a selfie at our office door may also encourage them to find it and possibly stop by while we’re there. Anecdotally, some first-generation students, who were unfamiliar with academic culture, mistakenly assumed “office hours” were designated times that the faculty member was not available, as these hours were set aside for specific tasks, such as research or grading. Emphasizing that these hours are “open door” policy for students may clarify the purpose of these designated times and encourage them to use these hours for their benefit.

Use Feedback to Build Rapport

When grading assignments and providing students with the traditional content-related feedback about their mastery and performance, you can also use this opportunity for feedback to build rapport with students. For example, you might include information they previously shared with you in person (about their dog, their work, their future aspirations, etc.) in your text where you can, even if it takes the form of an emoji (e.g., a dog to accompany the grading rubric or overall general comment). Using emojis in our feedback may also help make us instructors seem more relatable and approachable to students and make the positive feedback we provide seem less formal.

Maintain Regular Communication

Regular communication/touch points can play an important part in supporting students, such as personalized LMS announcements (using replace strings to personalize students’ names) or emails about class attendance or performance. As Chapman and Kennette (2021) point out, regular positive communication, for both struggling students as well as those who are successful, is important. Some of this work can be automated (e.g., using intelligent agents in the Brightspace LMS), individual (sending each student a personalized email at certain points in the semester), or semi-automated with batch emails sent to students based on some performance measure (e.g., midterm emails for low-performing, acceptable performance, and good-performing students). If using batch emails, remember to BCC students for privacy.

Conclusion

Building additional touchpoints with students can help them to succeed academically as well as support their mental health and wellness. Faculty are encouraged to consider implementing some of the examples above to build additional support for students by way of their interactions and feedback as a method of community building and supporting a culture of collaborative learning.

Lynne N. Kennette is a professor of psychology at Durham College (Oshawa, Ontario). She earned her Ph.D. in cognitive psychology from Wayne State University (Detroit, MI) and has varied research interests including bilingual language representation, memory, supporting student learning, and numerous other topics related to teaching and learning (SoTL).

Phoebe S. Jen Lin obtained her PhD in social psychology from Wayne State University in Detroit, Michigan. She has conducted research on prejudice and stereotyping, attitude-behavior consistency, and role model influence. Her current scholarly interests are in anti-racism in higher education and inclusive teaching practices. She is currently a professor at Framingham State University.

References

Decker, D. M., Dona, D. P., & Christenson, S. L. (2007). Behaviorally at-risk African American students: The importance of student–teacher relationships for student outcomes. Journal of School Psychology, 45(1), 83-109. https://doi.org/10.1016/j.jsp.2006.09.004

Halawah, I. (2006). The impact of student-faculty informal interpersonal relationships on intellectual and personal development. College Student Journal, 40(3), 670–78.

Hartung, F.-M., Sproesser, G., & Renner, B. (2015). Being and feeling liked by others: How social inclusion impacts health. Psychology & Health, 30(9), 1103-1115. https://doi.org/10.1080/08870446.2015.1031134

Kennette, L. N., & Chapman, M. (2021). Providing positive student feedback in an online environment. Academic Letters, Article 203. https://doi.org/10.20935/AL203

Mattanah, J. F., Brooks, L. J., Brand, B. L., Quimby, J. L., & Ayers, J. F. (2012). A social support intervention and academic achievement in college: Does perceived loneliness mediate the relationship? Journal of College Counseling, 15(1), 22-36. https://doi.org/10.1002/j.2161-1882.2012.00003.x

Micari, M., & Pazos, P. (2012). Connecting to the professor: Impact of the student-faculty relationship in a highly challenging course. College Teaching, 60(2), 41-47. https://doi.org/10.1080/87567555.2011.627576

Pascarella, E. T. & Terenzini, P. T. (2005). How college affects students. Jossey-Bass.

Thompson, M. D. (2001). Informal student-faculty interaction: Its relationship to educational gains in science and mathematics among community college students. Community College Review, 29(1), 35-57. https://doi.org/10.1177/009155210102900103

Woodside, B. M., Wong, E. H., & Wiest, D. J. (1999). The effect of student-faculty interaction on college students’ academic achievement and self concept. Education, 119(4), 730-730.

van der Zanden, P. J. A. C., Denessen, E., Cillessen, A. H. N., & Meijer, P. C. (2018). Domains and predictors of first-year student success: A systematic literature review. Educational Research Review, 23, 57-77. https://doi.org/10.1016/j.edurev.2018.01.001

Walton, G. M., Logel, C., Peach, J. M., Spencer, S. J., & Zanna, M. P. (2015). Two brief interventions to mitigate a ”chilly climate” transform women’s experience, relationships, and achievement in engineering. Journal of Educational Psychology, 107(2), 468-485. https://doi.org/10.1037/a0037461

Welle, P. D., & Graf, H. M. (2011). Effective lifestyle habits and coping strategies for stress tolerance among college students. American Journal of Health Education, 42(2), 96-105. https://doi.org/10.1080/19325037.2011.10599177

Source link

January 14, 2026
“Say My Name, Say My Name”: Why Learning Names Improves Student Success – Faculty Focus

“Yes, Iris,” my Chicana/o Studies Professor spouted as he acknowledged my raised hand for a comment about the reading. “He knows my name?” I thought distractedly as I tried to refocus on the thought I had wanted to share. Attending a university with over 20,000 students, and class sizes often ranging from 200 to 600 students, I wasn’t used to my professors knowing me by name. I wasn’t used to my professor even knowing I existed aside from a percentage in a gradebook. I sat up a little taller in class, became more attentive, and sought to improve my writing skills over the quarter. Could the simple act of an educator knowing their student’s name change the trajectory of the student’s learning and perhaps their overall perception of the course? Research suggests yes.

In a study conducted by Cooper et al. (2017), 85.4% of the students surveyed stated that it was important for their instructors to know their names. When asked why this was important, the most common replies centered on feeling valued. The results also indicated that students whose names were known were more likely to seek help from the instructor and that they felt more invested in the course. What this tells us is that by using a student’s name, we are validating their existence and contribution to the class, and in turn, they feel more invested and motivated to do well or to seek help.

Now that we know learning students’ names is a simple yet powerful tool for building rapport and improving learning outcomes, how exactly do we remember all their names?

1. Name Tents

Yes, those little folded pieces of cardstock with a person’s name written on them. These can be your golden ticket to calling a student by name and, hopefully, in the process, eventually committing it to memory. Interestingly enough, some research suggests that a percentage of students with name tents perceive that their name is known by the teacher when in fact, it is not. Ergo, simply calling on a student by name using their name tent as an aid can improve the student’s perception of how much a teacher cares (Cooper et al., 2017). So, ask your students to bust out those markers and glitter and get creative.

2. Self-Quizzing

When we discuss evidence-based practices that enhance the learning and retention of materials taught, we inevitably emphasize the importance of self-quizzing. Well, now is your time to put all that teaching into practice. Most schools will have a student photo associated with the student on their learning platform. Use this as a tool to quiz yourself by covering up the student’s name when looking at their photo and trying to guess their name. Practice, practice, practice.

3. Chunking

If your students sit in rows, use the time before class or during breaks to go through one row of students’ names. Do this each class time. Breaking up the number of names you need to commit to memory into chunks of 7-9 students increases your likelihood of storing that information as short-term memory with the hopes that it transfers to long-term memory (“How Memory Works,” n.d.).

4. Get Creative

Create an assignment at the beginning of the course where students upload creative content about their name to their learning platform. This can take the form of visual art, video, audio, or writing, allowing them to express their name and, if they choose, share its meaning or a personal story related to it. Make this content available to their fellow students as well by posting it to a forum or discussion board, as this can be a helpful tool for students to learn their classmates’ names.

Conclusion

While there are many methods for improving student engagement and building rapport, learning students’ names is a great way to start. Some practical tools for learning names can simplify this process and reduce the cognitive load on faculty. The results are typically mutually beneficial, with students feeling appreciated and thereby contributing more, and faculty gaining insight into students’ perspectives and having “buy-in” of course content and assignments.

Iris Villanueva, DMSc, PA-C, is a Professor for the Physician Assistant (PA) Program at the University of the Pacific and a practicing PA. She is passionate about providing holistic and compassionate patient care while also equipping the next generation of PAs with the knowledge and skills they need to thrive. Her current research focuses on understanding how physician assistant students perceive burnout and on developing strategies that promote student wellness.

Dr. Julia VanderMolen is a Professor for the Public Health program at Grand Valley State University and a Visiting Assistant Clinical Professor with the University of the Pacific, School of Health Sciences. Her research examines the benefits of assistive technology for individuals with disabilities in public health. She serves as a board member of the Disability Advocates of Kent County and is an active member of the Disability Section of the American Public Health Association (APHA). Her current research focuses on exploring the health and medical services available to individuals with intellectual and developmental disabilities.

References

Cooper, K., Haney, B., Krieg, A., & Brownell, S.E. (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. CBE life sciences education, 16(1), ar8. https://doi.org/10.1187/cbe.16-08-0265

Derek Bok Center, Harvard University (n.d.). How Memory Works. https://bokcenter.harvard.edu/how-memory-works (Access the article here: https://www.scribd.com/document/700827279/how-memory-works)

Source link

January 9, 2026
“Say My Name, Say My Name”: Why Learning Names Improves Student Success – Faculty Focus

“Yes, Iris,” my Chicana/o Studies Professor spouted as he acknowledged my raised hand for a comment about the reading. “He knows my name?” I thought distractedly as I tried to refocus on the thought I had wanted to share. Attending a university with over 20,000 students, and class sizes often ranging from 200 to 600 students, I wasn’t used to my professors knowing me by name. I wasn’t used to my professor even knowing I existed aside from a percentage in a gradebook. I sat up a little taller in class, became more attentive, and sought to improve my writing skills over the quarter. Could the simple act of an educator knowing their student’s name change the trajectory of the student’s learning and perhaps their overall perception of the course? Research suggests yes.

In a study conducted by Cooper et al. (2017), 85.4% of the students surveyed stated that it was important for their instructors to know their names. When asked why this was important, the most common replies centered on feeling valued. The results also indicated that students whose names were known were more likely to seek help from the instructor and that they felt more invested in the course. What this tells us is that by using a student’s name, we are validating their existence and contribution to the class, and in turn, they feel more invested and motivated to do well or to seek help.

Now that we know learning students’ names is a simple yet powerful tool for building rapport and improving learning outcomes, how exactly do we remember all their names?

1. Name Tents

Yes, those little folded pieces of cardstock with a person’s name written on them. These can be your golden ticket to calling a student by name and, hopefully, in the process, eventually committing it to memory. Interestingly enough, some research suggests that a percentage of students with name tents perceive that their name is known by the teacher when in fact, it is not. Ergo, simply calling on a student by name using their name tent as an aid can improve the student’s perception of how much a teacher cares (Cooper et al., 2017). So, ask your students to bust out those markers and glitter and get creative.

2. Self-Quizzing

When we discuss evidence-based practices that enhance the learning and retention of materials taught, we inevitably emphasize the importance of self-quizzing. Well, now is your time to put all that teaching into practice. Most schools will have a student photo associated with the student on their learning platform. Use this as a tool to quiz yourself by covering up the student’s name when looking at their photo and trying to guess their name. Practice, practice, practice.

3. Chunking

If your students sit in rows, use the time before class or during breaks to go through one row of students’ names. Do this each class time. Breaking up the number of names you need to commit to memory into chunks of 7-9 students increases your likelihood of storing that information as short-term memory with the hopes that it transfers to long-term memory (“How Memory Works,” n.d.).

4. Get Creative

Create an assignment at the beginning of the course where students upload creative content about their name to their learning platform. This can take the form of visual art, video, audio, or writing, allowing them to express their name and, if they choose, share its meaning or a personal story related to it. Make this content available to their fellow students as well by posting it to a forum or discussion board, as this can be a helpful tool for students to learn their classmates’ names.

Conclusion

While there are many methods for improving student engagement and building rapport, learning students’ names is a great way to start. Some practical tools for learning names can simplify this process and reduce the cognitive load on faculty. The results are typically mutually beneficial, with students feeling appreciated and thereby contributing more, and faculty gaining insight into students’ perspectives and having “buy-in” of course content and assignments.

Iris Villanueva, DMSc, PA-C, is a Professor for the Physician Assistant (PA) Program at the University of the Pacific and a practicing PA. She is passionate about providing holistic and compassionate patient care while also equipping the next generation of PAs with the knowledge and skills they need to thrive. Her current research focuses on understanding how physician assistant students perceive burnout and on developing strategies that promote student wellness.

Dr. Julia VanderMolen is a Professor for the Public Health program at Grand Valley State University and a Visiting Assistant Clinical Professor with the University of the Pacific, School of Health Sciences. Her research examines the benefits of assistive technology for individuals with disabilities in public health. She serves as a board member of the Disability Advocates of Kent County and is an active member of the Disability Section of the American Public Health Association (APHA). Her current research focuses on exploring the health and medical services available to individuals with intellectual and developmental disabilities.

References

Cooper, K., Haney, B., Krieg, A., & Brownell, S.E. (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. CBE life sciences education, 16(1), ar8. https://doi.org/10.1187/cbe.16-08-0265

Derek Bok Center, Harvard University (n.d.). How Memory Works. https://bokcenter.harvard.edu/how-memory-works (Access the article here: https://www.scribd.com/document/700827279/how-memory-works)

Source link

January 9, 2026
20+ Ultimate Ice Breakers for College Students
This guide is designed for college professors and educators seeking effective ways to help students connect and participate. It covers 20+ practical icebreakers for college students and provides a free downloadable list with additional activities, ensuring you have the tools to foster a welcoming classroom environment. Even better, these icebreaker activities can easily be assigned in the Top Hat app. Icebreakers for college students encourage new students to have conversations, get to know you and each other and build a sense of community and trust. Icebreaker activities help students relax and connect with one another during orientation, creating a sense of community and trust in a classroom setting. Used early on, icebreakers can help students feel comfortable in your classroom or team meeting. They’re ideal for the first day of school, but can be used throughout the semester and serve as a precursor for teamwork and collaborative learning. Virtual icebreakers—facilitated via social media, discussion boards or in virtual team meetings—have also gained new meaning in helping group members warm up to one another.

A classroom icebreaker for college students can be as simple as asking learners to introduce themselves to the class or to the students sitting next to them, but games and activities offer a chance to interact with a greater number of classmates and build camaraderie. According to a guide¹ from Nottingham Trent University, for classroom icebreaker games “there ought to be a fun aspect to the activities in order to provide participants with some shared history that they can discuss later and, where possible, a relevance to the taught course/university experience.”

It’s no doubt that icebreaker activities like scavenger hunts or Pictionary are overdone. Campus-based icebreakers, such as orientation activities or exploring campus landmarks, can also help students get familiar with their new environment. Keep in mind that some classroom icebreakers for college students could be awkward or uncomfortable, such as publicly sharing personal information. The key is to get students talking to each other, having conversations and making connections—without social risk. This could mean facilitating small group activities versus requiring students to share personal information in front of the whole class. As an educator, help your students get to know one another in a safe and effective way. Recognizing the importance of icebreakers in fostering inclusion and community can set a positive tone for the semester. Icebreakers encourage people to participate, help students find commonalities with their peers, and build rapport within the group.

Download The Ultimate List of Icebreakers for the College Classroom and begin assigning to your students using Top Hat (get the list here).

Introduction to classroom icebreakers

Classroom icebreakers are a powerful way for college professors to set a positive tone at the beginning of a course. These activities help college students introduce themselves, share fun facts, and discover what they have in common with fellow students. Whether you’re teaching a small group or a larger group, icebreakers can be tailored to fit your classroom’s unique needs and the goals of your course material. By encouraging students to interact and get to know one another, icebreakers help build a sense of community and belonging right from the start. When students feel comfortable and connected, they’re more likely to participate, collaborate, and engage with the material and each other throughout the semester. Incorporating icebreakers into your teaching toolkit is a simple yet effective way to foster a welcoming classroom environment where everyone feels included.

Benefits of icebreakers

Encouraging participation

Fun icebreakers offer a range of benefits for both students and teachers, especially for first year students who may be new to the college experience. Icebreaker activities help students feel more at ease in the classroom, making it easier for them to participate in class discussions and share their ideas. Icebreakers can create a relaxed atmosphere that encourages participation among students.

Supporting academic success

Icebreakers can also introduce students to key course concepts in a fun and engaging way, setting a positive tone for the rest of the semester. When students feel supported and included, they’re more likely to take academic risks, ask questions, and explore new ideas. Ultimately, using icebreakers helps create a classroom environment where everyone feels welcome, valued, and ready to learn.

With these benefits in mind, let’s explore how to plan and implement effective icebreakers in your classroom.

Planning icebreakers

Setting goals

When planning icebreakers for your class, it’s important to start with your goals in mind. Think about what you want your students to gain from the activity—whether it’s helping students get to know each other, encouraging participation, or introducing a new topic.

Considering group size

Consider the size of your class: some icebreakers work best in small groups, while others are ideal for larger groups. Choose activities that are interactive and fun, such as “Two Truths and a Lie” (a fun way to help students get to know each other), “Human Bingo” (students find classmates who match traits on a bingo card), or “The Human Knot” (a physical activity where participants untangle themselves without letting go of each other’s hands, fostering non-verbal teamwork). These classic icebreakers can be easily adapted to fit your group size and learning objectives.

Selecting activities

The key is to encourage students to share, connect, and engage with one another in a way that feels natural and enjoyable. By selecting the right icebreakers, you’ll set the stage for a lively and inclusive classroom experience.

Best practices for icebreaker design

Inclusivity and comfort

Designing effective icebreakers means keeping your students’ needs and comfort in mind. Start by choosing activities that are inclusive and respectful, ensuring that every student feels welcome to participate. Avoid icebreakers that might make some students uncomfortable or single anyone out.

Clear instructions

Make sure your instructions are clear and the activity is easy to follow, so students know exactly what to expect. As the teacher, be ready to guide the activity, answer questions, and offer support as needed.

Building community

The goal is to create a sense of community and belonging in your class, helping students feel connected to each other and to the course material. By following these best practices, you’ll design icebreakers that not only break the ice but also lay the foundation for a positive and collaborative classroom environment.

Now that you know how to plan and design effective icebreakers, let’s dive into a variety of activities you can use in your classroom.

7 group games for college students (with fun icebreaker questions)

This list features a variety of effective icebreakers for college students, including fun, low-pressure activities like Two Truths and a Lie, Human Bingo, interactive games like the Marshmallow Challenge, and simple question prompts. These activities are designed to help students relax, connect, and build community, whether you’re teaching in-person or online.

1. Concentric circles

This is a great team-building icebreaker for an in-person learning environment. Arrange students in two circles, one inside the other, with students facing each other in pairs. Ask a fun icebreaker question, such as “what’s your favorite thing about college and why?” Pairs discuss the answer, then rotate the circle to form new pairs for the next question—exposing students to the different perspectives of their peers. The trick is to provide open-ended questions rather than those with a ‘yes’ or ‘no’ answer to get students to talk and engage in meaningful conversation.

2. Find someone who…

Alternative: Human Bingo: students find classmates who match traits on a bingo card.
- Students are given bingo cards with a grid of squares. Each square contains an item, such as ‘traveled to another continent’ or ‘has a younger sister.’
- During the activity, students can pass their bingo cards to others to verify matches or to keep the game moving.
- Students are given a time limit to find classmates who fit the description.
- Whoever gets ‘Bingo’ first wins. You can even award a prize of your choice, such as a bonus point or two on an upcoming assignment.
Human Bingo is considered an effective, low-pressure icebreaker for college students and is a good classroom activity to help your students warm up to one another at the start of the school year—especially those who are meeting one another for the first time.

3. Name game

Enables participants to informally interact with their teammates.

This classic party game can also be applied in the classroom—you can even tweak it to reflect the curriculum. Write down names of famous people (or names related to course material) on sticky notes. Students place a sticky note on their forehead and interact with their classmates, asking fun icebreaker questions to understand which person they are embodying. For example, a student might ask, “Am I a historical figure?” and another might respond, “Yes, you are,” helping the student narrow down their guess. This team icebreaker helps students loosen up and informally interact with their classmates. It also helps them learn about a figure who may have previously been unknown to them.

4. Poker hand

This classroom icebreaker for college students is ideal for large groups (a maximum of 50). Shuffle a deck of cards and hand out a card to each student.
- Give students a set amount of time to find four classmates and form a hand of poker.
- The best hand ‘wins’ when their time is up—consider offering a couple of bonus points on an assignment.
- To encourage connections among students with similar academic interests, you can adapt the activity by having students form groups based on their major, or by assigning card suits to different majors.
- Keep in mind that not everyone knows how to play poker, so display the rules of the game on a whiteboard or a slide at the front of the classroom.
This activity may help students develop their analytical skills.

5. Three of a kind

Helps students find commonalities with each other.
- Set a time limit and instruct students to find commonalities by seeking out three other students they share something in common with—though not anything obvious or visible, such as hair color.
- The idea is to help them make connections that may not be immediately apparent.
For more strategies to help your students get to know their classmates, download our free list of college icebreakers.

6. Find your pair

In advance of class, prepare word pairs—such as salt and pepper, or ketchup and mustard—on separate pieces of paper.
- Have students select a piece of paper from the pile, ensuring they don’t share their word with anyone else.
- Run the activity as a quick round, giving students a limited time to walk around the room and ask yes or no questions to their peers to try and figure out what word they have (and helping them get to know more people in your class).
- Once students have figured out what word they have, they then must find their pair (if they haven’t already) by continuing to ask fun icebreaker questions.
7. Act and react

Ask students to write down an event or scenario on a piece of paper. These may range from “I just got fired from my job” to “I just got stung by a bee.” For a more meaningful experience, you can choose scenarios that encourage students to connect on a personal level, helping them share relatable or significant moments.
- Fold the pieces of paper up and put them in a bag or hat.
- Have students randomly draw a slip of paper and react to the experience using their facial features, gestures or words.
- The remaining students can guess what just happened.
This activity will help lighten the mood in your class and allow for student-student interaction.

→ Download Now: 20+ Free Icebreakers for College Courses

7 first day icebreakers for college students

8. Two truths and a lie

A fun way to help students get to know each other.

Divide the class into small groups. Each group sits in a circle, and each participant tells their group three statements; two are true and one is a lie. The other students in the group must guess which is the lie. This interactive icebreaker could be used during the first day of class to make introductions and reduce first-day jitters, with each student sharing a fun fact about themselves as part of the activity.

9. This or that

Prompts students to choose between two options, revealing preferences through movement or gestures.

Present students with a choice between ‘this or that.’ Topics should be relatively light, such as whether they prefer dogs or cats (though you could also tie this back to course material). For example, ask students whether they would rather visit the mountains or the beach.
- Students move to the side of the room that reflects their choice.
- After a few minutes, encourage one or two members in each group to defend their position amongst a new group of students.
- Ask students to repeat this process for several rounds to help familiarize themselves with a variety of standpoints.
Similar to would you rather, this or that is ideal for small or large groups and spurs conversations and makes connections.

10. Longest line

Instruct students to form one continuous line based on certain criteria, such as alphabetically by first name or from shortest to tallest. For large classes, you could ask students to gather in groups based on some commonality (such as by birthday month). Another engaging option is to have students line up according to the part of the world they are from or a country in the world they would most like to visit. The goal is for students to line up as fast as possible—a result of clear and open communication in medium-sized groups. This classroom icebreaker for college students is a great team-building activity and can help create a sense of community should it be used as a first day icebreaker or at the beginning of the year.

11. Three Ps

Divide students into small groups, and have them share three facts about themselves to help them connect on a personal level: something personal, something professional, and something peculiar, such as an interesting hobby or habit. This icebreaker idea can easily be used in virtual meetings. It should be noted, the personal fact shouldn’t be anything too personal—it could be something as simple as a country they’ve always wanted to travel to. Use this great icebreaker when students go back to school from the summer, helping them warm up to their peers.

Start assigning fun icebreakers for college students directly in Top Hat. Access the guide now!

12. Beach ball

Like the name suggests, this activity requires an inflatable plastic beach ball. Ahead of class, write different get-to-know you questions on each segment of a beach ball using a Sharpie. Arrange students in a circle. For larger classes, you may want to divide the class into smaller groups. The fun icebreaker questions could be “what was one of your highlights from the summer?” or “who is your celebrity idol and why?”
- Toss the ball. Whoever catches it asks the question closest to their left thumb, answers it and then tosses the ball to another student.
In a virtual or hybrid setting, students could post their answers to the beach ball questions on a discussion board or class social media page to encourage interaction and connection.

13. Syllabus questionnaire

Before sharing your syllabus with students, place them into groups of five and have them fill in a Google Doc or worksheet with questions they have about your course.
- Structure the first five minutes as a brainstorming session.
- After each group has prepared their list of questions, distribute the syllabus and have students find answers to their questions using this document.
- Re-convene as a group and give students an opportunity to ask any further questions that couldn’t be answered from the syllabus.
For remote teams, this activity can be easily adapted by using virtual breakout rooms and collaborative online documents to ensure all participants are engaged, regardless of location. You may also wish to facilitate this activity using individual lesson plans throughout the semester.

14. String a story

Arrive to class with a big roll of yarn or string and cut various pieces ranging from five to 20 inches in length. Bunch the pieces of string together and place them to the side.
- Have each student draw a piece of string from the pile and slowly wind it around their index finger.
- As they are winding the string around their finger, students must introduce themselves and give a first-person account of their life—in whatever capacity they wish—until the string is completely wound up.
For example, a student might share a story about moving to a new city for college, describing how they felt nervous at first but made friends by joining a campus club.

6 course- or assignment-specific icebreakers for college students

15. Blind contour

This activity is a fun way to get your visual arts students talking in a small group of people.
- Split students into groups of five and have each student choose an object to sketch—without looking at their paper.
- Give students five minutes to complete their sketch, then have them share it with their team members and ask the remaining students to guess what they drew.
- Repeat the process with another item or object, until time runs out.
This game helps hone students’ observational skills, while making sure students are mentally present.

16. It was the best of classes, it was the worst of classes

This classroom icebreaker not only helps students relate to each other, it can help inform your teaching practices throughout the term.
- On one side, write “the best class I ever had” and on the other side, write “the worst class I ever had.”
- Without referring to specific professors or courses, ask students to share what they liked and disliked about their previous courses.
- For example, a student might say their best class experience involved interactive group projects and clear feedback, while their worst class experience was a lecture-heavy course with little student engagement.
- Make a list of these items to potentially implement—or avoid—in your own course this semester.
Additionally, consider using an anonymous discussion board or a group worksheet in your virtual classroom to encourage participation.

17. The living Likert scale

This icebreaker question for college students lets learners see where they—and their peers—stand on a variety of topics related to your discipline.
- Before class, write numbers ‘1′ through ‘7′ on pieces of paper and place them across the room. The sheet with ‘1′ on it could refer to ‘strongly disagree’ while ‘7′ might refer to ‘strongly agree.’
- Acting as a facilitator, pose a series of statements related to your discipline—such as “I think television can make children act aggressive” in a social psychology class—and have students move to the side of the wall according to their stance.
- Students who are comfortable sharing their opinions pertaining to the topic may do so.
18. Why am I here?

Have students draw a picture that represents why they enrolled in your course.
- Encourage them to include their major in the drawing or explanation, and to think beyond the fact that they may need your course credit to graduate, or that their high school guidance counselor recommended your course.
- They could think about wanting to learn more about your field, how their major connects to the course, or simply that their friends were enrolled in your class, too.
- After five minutes, have students share their picture with the larger group if they’re comfortable—helping students feel like part of one interconnected community.
Want to assign these icebreakers and more using your Top Hat account? Get started by downloading our classroom icebreaker resource now!

19. Class in one word

Have students share their perceptions of your discipline in one word, such as ‘complicated,’ ‘analytical,’ or ‘enjoyable.’
- Students can go around in a circle—or the order they appear in your Zoom tile view—and describe their past experiences in your field using a single word.
- In an asynchronous course, set up an anonymous discussion question in Top Hat and have students respond on their own time.
This activity offers a humanizing view of who else is in the same boat.

20. Philosophical chairs

A statement that has two possible responses—agree or disagree—is read out loud.
- Depending on whether they agree or disagree with this statement, students move to one side of the room or the other.
- After everyone has chosen a side, ask one or two students on each side to take turns defending their positions.
This allows students to visualize where their peers’ opinions come from, relative to their own.

Classroom icebreakers aren’t just a ‘feel good’ exercise. The best icebreakers can help students create connections and build a sense of camaraderie in your classroom. It can also help educators get to know their students and build better relationships. Whether you’re in a physical classroom or in a remote team setting, the above icebreakers will surely create a light-hearted environment for your students to thrive in.

As Jennifer Gonzalez explains on her website, Cult of Pedagogy, “building solid relationships with your students is arguably the most important thing you can do to be an effective teacher. It helps you build trust so students take academic risks, allows you to better differentiate for individual needs, and prevents the kinds of power struggles often found in poorly managed classrooms.”²

5 good icebreaker questions to engage college students in your classroom

21. Dream dinner party

Ask students: If you could invite any three people, living or dead, to a dinner party, who would they be and why? This question allows students to share their interests, values, and the historical or influential figures they admire. It can spark interesting conversations and provide insights into each student’s personality.

22. Bucket list sharing

Ask students to share one item from their bucket list. This can range from travel destinations to personal goals. It helps students discover shared interests and aspirations, fostering connections based on common goals.

23. Memory lane

Ask each student to share a significant or memorable experience from their past, such as a favorite childhood memory, a significant achievement, or an interesting travel story. This allows students to open up about their lives in a positive way.

24. Favorites icebreaker

Ask students to share their favorites, such as their favorite book, movie, food, or vacation spot. This simple icebreaker can reveal common interests among students and provides an easy topic for conversation.

25. Superpower scenario

Ask students, if they could have any superpower, what would it be and why? This question adds a creative and imaginative element to the discussion, and students can explain the reasoning behind their choice, providing insights into their personalities.

Download The Ultimate List of Icebreakers for College Students, packed with 20+ easy-to-implement activities that you can assign directly in Top Hat. Get the full list of fun icebreakers.

Related stories

References
Creating a welcoming digital community: Teaching online with personality, compassion and with real interaction. (2021). Retrieved from https://www.ntu.ac.uk/media/documents/adq/flexible-learning-documentation/creating-a-welcoming-digital-community.pdf
Gonzalez, J. (2017, July 23). A 4-Part System for Getting to Know Your Students. Retrieved from https://www.cultofpedagogy.com/relationship-building/

Frequently asked questions

1. What are the most effective icebreakers for college students on the first day of class?

Effective first-day icebreakers for college students are activities that help students feel comfortable, reduce anxiety, and encourage early participation. Popular options include Two Truths and a Lie, Human Bingo, and This or That, all of which allow learners to connect quickly without feeling put on the spot. These activities work well for both small and large classes and set a positive tone for discussion and collaboration throughout the semester.

2. How do icebreakers help build community in the college classroom?

Icebreakers for college students support community-building by breaking down social barriers, encouraging conversation, and helping classmates discover shared interests or experiences. When students feel more connected to one another, they are more likely to participate, collaborate on group work, and engage with course material. This sense of belonging is especially important for first-year students who may be adjusting to a new environment.

3. What types of icebreakers work best for large college classes or lecture halls?

For large groups, the best icebreakers for college students are high-movement or fast-interaction activities. Examples include Longest Line, Poker Hand, and Concentric Circles, which encourage students to meet many peers in a short period of time. These scalable activities help foster connection in spaces where traditional discussion-based icebreakers may be less practical.

Source link

Over the past several years, I have had the deep privilege of participating in The Way of Remembering (WOR), a spiritually grounded journey to Benin that looks at intergenerational trauma and healing through the lens of African ways of knowing. Benin is a beautiful country and is the birthplace of Vodún (commonly called Voodoo). It is also home to strong oral traditions and healing practices that focus on community connections. As a site deeply scarred by the transatlantic slave trade, Benin holds the weight of immense suffering and also resonates with profound resilience and the capacity for collective healing and growth. I first learned about WOR from a postdoctoral fellow, Dr. Omavi Bailey, whom I was mentoring and who later invited me to join him on the trip. The Way of Remembering is designed to help people in the African diaspora reconnect with their ancestral heritage and discover healing methods that address harm passed down through families and communities.

The journey follows five stages: recognition, repentance, reparation, reconciliation, and rehumanization. Indigenous healers I’ve met describe these stages as linked and recurring, each one essential in restoring our shared humanity. Although these stages can be viewed in order, each one connects with and affects the others, showing how healing and growth rarely follow a simple path. Over the years, my experiences there have enabled me to broaden my understanding of trauma, helped me see the power and complexity of healing, and inspired me to think about how these ideas apply to higher education—especially since I am reminded every day that everything is connected.

In Benin (and in other West and East African countries I have visited), I have seen practices that stand apart from the dominant Western approach to trauma, which often looks at individual problems and mechanical fixes. On a recent trip, I asked my mentor, Dr. Erick Gbodossou, what trauma meant to him. He explained that it is “disequilibrium”—not just inside one person’s body but also in their ties to the outside world, community, and nature. In many African philosophies, such as Ubuntu (“I am because we are”), an individual’s wellbeing depends on the wellbeing of the entire group. Any imbalance in one person affects and is shaped by the community. This holistic understanding directly challenges a Western dominant view that focuses only on individual symptoms, ignoring the wider ties that keep us healthy or contribute to our suffering.

I immediately saw how Dr. Gbodossou’s answers connect to higher education, where we often separate knowledge, experiences, and wellbeing. As I am sure many of you can attest, in many academic settings the tendency is to separate disciplines and roles and even mind from body, overlooking the fact that learning is deeply interwoven with emotional, social, and environmental factors. The wonderful Laura Rendón, in her article, “Recasting Agreements That Govern Teaching and Learning: An Intellectual and Spiritual Framework for Transformation,” writes about what she calls “the agreement of separation,” the underlying belief that knowledge, people, and experiences exist in isolated compartments rather than being part of a larger, interconnected whole. She quotes Thich Nhat Hanh, who says, “We are here to awaken from the illusion of our separateness.” Rendón reminds us that we often operate from a standpoint that breaks teaching and learning into parts—mind versus spirit, teacher versus student—when real learning calls for a more united view. Thich Nhat Hanh’s words urge us to see that our greatest purpose is to awaken to our shared life. Yet in the current model of education, we seem to move further away from that recognition, asking students (and ourselves) to keep pushing through tasks without pausing to notice our connectedness.

Dr. Gbodossou readily brought up education when talking about trauma and healing and went on to explain how education has the potential to perpetuate cycles of trauma or transform them into healing cycles. And to transform them into positive growth cycles, it’s necessary to understand the relational nature of trauma and healing. Realizing this potential in education made me think about how our teaching practices can either isolate or integrate the diverse dimensions of learners’ experiences. When we recognize how learning connects to our relationships, we can create spaces where students feel a sense of connection—to themselves, to each other, and to the world around them; see cultivating those connections as part of how they learn; and recognize how learning can be one step toward healing and repair.

Viewing things in this more connected way contrasts sharply with the Cartesian model of Western thought, which shaped much of my own study in philosophy and neuroscience. That model often puts the individual first, values objectivity over everything else, and treats the mind and body as separate. African and other Indigenous worldviews, by contrast, invite us to see the world as a network of relationships in which knowledge is shared among groups and passed down through time. They also embrace ideas about how learning does not always happen in a straight line but can unfold in flexible and surprising ways. Again, from this viewpoint, trauma does not affect only one person; it interrupts the bonds among individuals, communities, ancestors, and nature. Healing requires mending these bonds—or even creating new ones—often through rituals that include body and mind and community. Such rituals use beauty, symbols, and group participation to restore balance.

I have been privileged to see and take part in ceremonies and gatherings in Benin, Kenya, Uganda, and Senegal. For many years, I didn’t speak about my experience, because it felt so ethereal, and words often failed me. I realized these ceremonies are not just performances but active interventions that restore social, emotional, and spiritual equilibrium. These practices focus on remembering in a very real sense—not just recalling bits of information stored in the brain but letting the body (seen as an archive) itself serve as a source of healing and integration. Through repeated rhythms, movements, and symbols, people mend memories that feel broken, bringing together everyone involved. Whether they use drumming, dancing, or shared sacred objects, community participants embody an aesthetic that draws everyone together, forging a collective sense of harmony and renewal. What moves me most—and what I have come to value deeply—is the comfort people find in these repeated patterns and symbols, which support the entire community and guide them toward healing by providing familiar rhythms and shared focus.

These ideas have pushed me to explore what they might mean for how we teach. Too often, our classrooms reflect Cartesian separation: not only mind from body, student from teacher, but also rationality from emotion, past from present, us from them. Yet we humans naturally look for connections, meaning, and beauty, and we find comfort in rituals. I could cite dozens of studies from peer-reviewed journals to convince you that rituals improve attention and retention, but many of you already believe in the power of these practices, so I won’t bury you in jargon. From lullabies we hear as children to ceremonies we attend as adults, we are drawn to repetition, symbolic acts, and sensory experiences that help us make sense of the world through connections. We often overlook these in education because they do not seem measurable or directly tied to learning. But I keep thinking about what a Sufi teacher, Kabir Helminski, once said: What if the most important things in life are the things we cannot measure—things like love and empathy? That question lingers in my mind, especially when I think about teaching. These unmeasurable qualities can help address the sense of disconnection that many students feel in academic settings.

Inspired by my time in Benin, I have started imagining what it could look like to bring beauty and ritual into the classroom. By “beauty,” I mean the elements—visual, auditory, or experiential—that awaken a sense of wonder, joy, curiosity, coherence, and common humanity. By “ritual,” I mean repeated, deliberate actions or gestures that bring participants into a collective rhythm and reflective space, grounding the learning experience in shared purpose. Simple things—like opening class with a moment of silence, gratitude, touching the ground, or playing music—can serve as rituals that center students and help them be truly present. Bringing music, art, or movement into our teaching invites students to feel and experience ideas rather than only think about them, showing us that our bodies play an important part in knowledge, remembering, and knowing. Changing the classroom layout—using a circle of chairs, adding a meaningful centerpiece, or displaying student art—can help turn the room into a place for shared experience, not just a one-way delivery of facts. Involving students in creating classroom rituals or decorating the space can also help them feel ownership and belonging. Such involvement gives students a chance to shape their learning environment, which can boost their sense of being valued and included. That is, when our students help design the rituals or artwork, they can feel they are co-creators in the educational process rather than bystanders.

Over several years, I have been refining a classroom ritual that centers on the heart. At the start of each semester, I talk with my students about why they are here, about finding meaning in what they learn, and about how learning engages their minds and bodies. I share research showing that memory is stored in the brain and in other organs. I describe how my Muslim upbringing highlights the importance of the heart. The Arabic word for heart—Qalb—comes from a root meaning “to turn.” We are always turning toward each other, toward the divine, and toward truth. I give each student a small gem in the shape of a heart and invite them to bring their hearts to the learning journey. The heart gems come in different colors and look a bit like yummy candy. Although some students are uncertain at first, they soon discover how this practice sets a warm tone. It also signals that they can speak from the heart in a science class, which might not be what they expect. Sometimes I even greet them by asking, “How’s your heart?” They come to see that this is a real invitation, and it can spark genuine sharing.

When I first came to this country, I took English as a second language during my sophomore year of high school. My teacher asked us to bring an object that mattered to us and, if we felt comfortable, pass it around to our classmates. This simple activity was a beautiful ritual because it honored who we were, let us show a piece of ourselves, and helped the class feel like a real community. It’s something I remembered years later and see as a moment of true validation.

Similarly, in a literature class, for example, a professor might invite students to bring in their favorite book or share a story from their childhood. If possible, have the student pass the book or object around as they explain its significance. This ritual encourages active listening and signals that every voice counts.

By contrast, in a biology lab, taking a moment to acknowledge the natural resources and the history behind modern scientific research can serve as a ritual of gratitude and humility, connecting students to a broader context. These kinds of rituals and practices may be especially important in STEM fields, where teaching can sometimes feel cold or purely analytical. By adding a sense of wonder, reflection, and shared humanity, we remind students that science is not just about data; it’s about people working to understand life and make discoveries that can benefit us all.

I share these ideas to invite my colleagues—whoever you are—to create your own beautiful rituals in your classes and to encourage your students to do the same. There is no single right way. Your rituals might emerge from your cultural traditions or from your curiosity and imagination. Whatever the source, when we welcome these practices, we create a space for students to feel both a deep sense of purpose and a personal connection to each other and what they are learning.

Even small gestures—like starting class by saying thank you or ending with a reflective exercise—can remind everyone that learning is not just something happening in the mind but something we do together as people. Over time, these actions can build a classroom culture that encourages connection instead of isolation, involvement instead of passive listening, and mindfulness instead of simply going through the motions. These steps indeed deepen students’ learning as well as support their emotional health and strengthen the classroom community. Taking a step back to notice how these seemingly small actions can transform the classroom can remind us that teaching is about forming connections as much as it is about sharing knowledge.

Ritual themselves can bring beauty. Beauty is not just a decoration: It can become a source of healing, inviting wonder, joy, and a sense of unity. Bringing beauty into teaching—through ceremonies, art, music, or group storytelling—helps us resist the mechanistic, transactional models of schooling that can stifle creativity and leave emotional and spiritual dimensions of learning and personal growth unaddressed. Instead, we can build a place where students are seen as whole people and where their emotional and cultural backgrounds—and even their pasts and futures—are honored.

Beauty through ritual is especially important for students who bear the weight of intergenerational trauma. When we hold rituals that allow students to share and be witnessed, we help them imagine new narratives that go beyond their trauma, and we plant seeds of possibility for their futures and the future of all of us. The sense of belonging grows into a sense of agency to rewrite their own stories and become part of a greater healing process that stretches across generations.

Of course, it goes without saying that bringing elements of ritual and beauty into the classroom requires care. That is, when I think about these practices, I want to remain mindful of cultural sensitivity, recognizing that practices drawn from specific traditions should be adapted respectfully and, ideally, with guidance from those who uphold those traditions.

My experiences in Benin have taught me so much—above all that yes, education can be a pathway for intellectual growth as much as it can open possibilities and facilitate personal growth and collective healing. I often cry when I leave Benin. The separation feels wounding, and my mentors often remind me that “we are together.” This year especially, I want to be more intentional to take Benin with me into my teaching and to be more intentional about using African epistemology, which emphasizes community wisdom, ancestral insights, and balance with the environment, to rethink how we teach and learn. What if we let rituals anchor these efforts, creating spaces where I and my students can face previous wounds and imagine fresh possibilities?

I believe this more holistic view of education calls us to move beyond a narrow, overly pedantic approach to learning and into a classroom culture where healing is everyone’s responsibility. By adding beauty and ritual to our teaching, we can affirm that education is about so much more than transferring information. Education can restore a sense of wholeness and give us the chance to nurture a more caring and honest story of who we are as a human family. We can plant seeds that will grow long after our time with students is over, watering a shared garden that will bloom for future generations.

Additional resources

The Disappearance of Rituals: A Topology of the Present by Byung-Chul Han

The Healing Drum: African Wisdom Teachings by Yaya Diallo and Mitch Hall

Of Water and the Spirit: Ritual, Magic, and Initiation in the Life of an African Shaman by Malidoma Patrice Some

Everyday Ubuntu: Living Better Together, the African Way by Mungi Ngomane

The Knowing Heart: A Sufi Path of Transformation by Kabir Helminski

Anam Cara: A Book of Celtic Wisdom by John O’Donohue

Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants by Robin Wall Kimmerer

Sentipensante (Sensing / Thinking) Pedagogy: Educating for Wholeness, Social Justice, and Liberation by Laura I. Rendón

Reconciliation: Healing the Inner Child by Thich Nhat Hanh

“Reimagining STEM Education: Beauty, Wonder, and Connection” by Mays Imad

Mays Imad is an associate professor of physiology at Connecticut College. Previously, she taught for 14 years at Pima Community College, where she also founded the teaching and learning center. She is a Gardner Institute Fellow for Undergraduate Education, an Association of American Colleges & Universities Senior STEM Fellow, a Mind and Life Institute Fellow, A scholar-in-residence at Georgetown University’s Red House, and a research fellow with the Centre for the Study of the Afterlife of Violence and the Reparative Quest (AVReQ) at the University of Stellenbosch.

Source link

Tag: Student Engagement

What Makes Good Teaching, Good?

Example: Learning Objectives in Action

Active Learning: Across Formats, It Works

Communication, Presence, and Feedback

Design and Structure Matter

Assessment and Feedback

Equity, Engagement, and Flexibility

From Performer to Designer

Final Thoughts: Teaching is Teaching

Applications

Foster Early Communication and Connection

Reimagine Office Hours

Use Feedback to Build Rapport

Maintain Regular Communication

Conclusion

1. Name Tents

2. Self-Quizzing

3. Chunking

4. Get Creative

Conclusion

1. Name Tents

2. Self-Quizzing

3. Chunking

4. Get Creative

Conclusion

Introduction to classroom icebreakers

Benefits of icebreakers

Encouraging participation

Supporting academic success

Planning icebreakers

Setting goals

Considering group size

Selecting activities

Best practices for icebreaker design

Inclusivity and comfort

Clear instructions

Building community

7 group games for college students (with fun icebreaker questions)

1. Concentric circles

2. Find someone who…

3. Name game

4. Poker hand

5. Three of a kind

6. Find your pair

7. Act and react

7 first day icebreakers for college students

8. Two truths and a lie

9. This or that

10. Longest line

11. Three Ps

12. Beach ball

13. Syllabus questionnaire

14. String a story

6 course- or assignment-specific icebreakers for college students

15. Blind contour

16. It was the best of classes, it was the worst of classes

17. The living Likert scale

18. Why am I here?

19. Class in one word

20. Philosophical chairs

5 good icebreaker questions to engage college students in your classroom

21. Dream dinner party

22. Bucket list sharing

23. Memory lane

24. Favorites icebreaker

25. Superpower scenario

References

Frequently asked questions

1. What are the most effective icebreakers for college students on the first day of class?

2. How do icebreakers help build community in the college classroom?

3. What types of icebreakers work best for large college classes or lecture halls?

Additional resources

Additional resources

The Leaders Rewriting Higher Ed’s Playbook

Gregory Clayton

Amanda Serafin

Alex Minot

Chris Marpo

Kevin Halle