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Giving students quick feedback especially at the beginning of the semester helps to reinforce their sense that you are listening to them and that their work matters.

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Connecting to current events with assignments, discussions, topics (ex: how does the Taliban takeover influence environmental issues?) 

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Connecting to current events with assignments, discussions, topics (ex: how does the Taliban takeover influence environmental issues?) 

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Use real world problems to center concepts that your discipline could solve. In chemistry we use a lot of examples about fuel efficiency.

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Student choice on assignment topics (under an umbrella topic) so they can pick something interesting to them

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Student choice on assignment topics (under an umbrella topic) so they can pick something interesting to them

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In teaching labor and delivery, we had each person bring a baby photo and discuss their birth story with their parents.  This topic can be relevant in everyone's life, it's how we all got here.

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In teaching labor and delivery, we had each person bring a baby photo and discuss their birth story with their parents.  This topic can be relevant in everyone's life, it's how we all got here.

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providing students multiple options for assignments

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providing students multiple options for assignments

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For example, allowing students to present their work instead of just requiring the traditional paper

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Providing students with opportunities early in the class to respond to easier questions or earn extra points can help boost confidence and motivation to participate.

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I tell at least one story per class period directly from my own clinical experience (17yrs) in Pediatrics nursing. I have pre-arranged with some students to share their relevant stories from life or clinical experience.

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I tell at least one story per class period directly from my own clinical experience (17yrs) in Pediatrics nursing. I have pre-arranged with some students to share their relevant stories from life or clinical experience.

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I have two cohorts that I teach online and they involve a few discussion boards. I would like to eliminate certain discussion boards with more applicable assignments. Ex: for their frontline leadership DB, perhaps a current news story or event from their respective facilities and how leadership did or added or detracted from this occurrence.

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In my introductory class, I try to provide students with small-stakes assignments that lead up to a larger one with the implication being that success on the small assignments will translate to success with the larger one.

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Participation assignments that don't get graded for right/wrong and that build confidence

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Participation assignments that don't get graded for right/wrong and that build confidence

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Building concept maps with a twist.  The maps that were created by the students will be displayed during the test.

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Building concept maps with a twist.  The maps that were created by the students will be displayed during the test.

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Set expectations early, use syllabus as a resources

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Spending time going over assignments in-class & making space for questions

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Spending time going over assignments in-class & making space for questions

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Allowing students to create their own syllabus and assignments. Or choose how their point composition is created.

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I try to be self-conscious about connecting skills in reading and writing (as we're working on them in class) to the ways in which those skills will be helpful in other courses and disciplines.

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Giving students an opportunity to earn extra credit points for feedback on how the class/learning is going for them periodically throughout the class can be a win-win that gives the student a sense of input and control in their learning experience.

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Connect topics to daily lives with engaging assignments (trash diary, calculating their energy footprint, etc.)

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Connect topics to daily lives with engaging assignments (trash diary, calculating their energy footprint, etc.)

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Study guides.  Not graded on completion, only effort.  Helps guide the student through each topic.

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Study guides.  Not graded on completion, only effort.  Helps guide the student through each topic.

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Acknowledge that all students will have different goals for the course, guide students in goal setting for their version of success

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My students have the benefit of being in onsite Pediatric clinicals, skills labs, and Simulation labs concurrently with my lecture course, so I try to make connections and cross-reference them with each other. Tying it all together helps with those awesome "aha" or light bulb moments. 

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My students have the benefit of being in onsite Pediatric clinicals, skills labs, and Simulation labs concurrently with my lecture course, so I try to make connections and cross-reference them with each other. Tying it all together helps with those awesome "aha" or light bulb moments. 

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Talk about growth mindset and the expectation that students will have to put in time to learn the content

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Talk about growth mindset and the expectation that students will have to put in time to learn the content

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One of the nice things about teaching film history is that it's always possible to connect a historical text to one that is more current. I always try to frame discussions about historical texts to student experience, rather than assume that they will have intrinsic interest in the historical object.

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Example practice questions at the start of most classes so students review the material and can see the types of question formats.

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Example practice questions at the start of most classes so students review the material and can see the types of question formats.

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Giving students time to reflect at the end of each class using small writing prompts can help to connect course content to how the material ties into other facets of their lives

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I pushed them to persist and succeed until they achieved a 100% on their first math-based exam. I gave them actual high fives when they achieved 100%. I also let them pick from a treasure chest of goodies (stickers, toys, little tokens) when they achieve high scores throughout the semester.

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I pushed them to persist and succeed until they achieved a 100% on their first math-based exam. I gave them actual high fives when they achieved 100%. I also let them pick from a treasure chest of goodies (stickers, toys, little tokens) when they achieve high scores throughout the semester.

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Frequently explaining scope & sequence of course

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Frequently explaining scope & sequence of course

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My class is a co-requisite of another class so I always try to explain how the assignments build on each other & how those assignments will be used in the corresponding course