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Topic: Communication

Each student gets a chance to go in the front of the classroom. The rest of the class can ask questions to the student in the front and the student has to answer (3 questions in total).

The catch: The student in the front can't say "yes" or "no," or any other synonym like "yeah, yup, mhm, nope, nu uh, etc." The goal of the classroom is to make the person say yes/no, and the person's goal is to pass without saying those words.

This activity helps students think of other ways they can communicate an idea + how to expand on their answers. The class was really engaged! I recommend this to a class that's comfortable and open with each other because some students may feel uncomfortable with certain questions (but setting boundaries is also something a PL can do!)

- Samantha Carl Selorio

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My students have been feeling the heat of college lately! My class had a self-care week where we talked about what it means to care for ourselves, did some self-care, and played Self Care Signature Bingo. This was a great way for students to see that self-care can come in many forms, your peers may not use the same self care strategies that they use themselves, and activated many students motivation to try a new way of self care that they may not have thought about doing before.

-Meredith Willson

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Two key attributes of time and time management are perception and communication. My students enjoy interactive activities, so we played 2 games to emphasize these points while holding class outside.  One was called the One Minute Game. Everyone stood in a circle and our Professor used her phone timer to time out 1 minute. We told the students to leave the circle once they thought 1 minute was over. Since everyone’s perceptions of time are different, students left the circle at different times.the students said they enjoyed the game because it showed how time can pass quickly for some and slower for others especially depending on the specific activity. We also played telephone to show the importance of communication. Students stood in a circle and the Professor came up with a college-related phrase. I was the start of the telephone and each person following had to add on one word to complete the story. It was funny to see how the story got mixed up. This showed how people interpret things differently and how one’s interpretation can make or break communication. Overall, my students enjoyed this class and we hope to incorporate similar activities in the future!
-Amaya Allen

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So the  students would write something their struggling at the moment and they would try to juggle the balloons 1 by 1 until they drop them. And thats to show them the importance of balance or prioritize their activities in their life. Later we showed them in a ppt the difference of “rubber balls” and “crystal balls” as a metaphor of it

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After my 1:1 meetings, I realized that a lot of my students LOVED the scavenger hunt. Not because it was a chance to get out of the classroom, but it was because the groups were assigned! They said assigned groups gave them a chance to talk to other students that they would not have talked to before. Now with every discussion we have, my professor and I assign groups (making them different each time). Overall, since making assigned groups for assignments, students have started interacting with each other during class and commenting on people’s views making the class in general more collaborative!!

- Sanjana Jacob

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This may potentially be a very demented idea so please stick with me. So this is less of a classroom engagement "Tactic" and more of a long term theme in my UNIV class, but from our first class I created a virtual "class pet" for my students. Trashy the Trash Panda (more commonly known as a raccoon) is beloved by all students in my class, and though he only exists through pictures (because I don't want to give everyone Rabies) his spirit really does drive the class environment. On a more serious note, Trashy has actually been a really positive way of getting people engaged, as it promoted a sense of unity amongst the class. Please enjoy one of Trashy's MANY inspirational messages above.

- Anastasia Hockaday

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During each class my professor and I will check in with each student by asking them their high and lows of the week/weekend. The students have been opening up and it makes other students in the class get engaged and relate to the student that shared or tell a story of their own on the topic! You can also call this roses/thorns or check-ins.

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To become closer with my students, I would always say hi to them when i would see them outside of the classroom. Some would see me and even join me for lunch. Then, when I had my one-on-one meetings with my students, I didn't realize how much me just stopping in the UC to have a 30 second conversation with them meant to them.
- Julia Langman

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Once a week, well discuss any topic that the students are interested in. I noticed that after we started doing this, more students participated in actual class lecture. Since they felt more comfortable talking in front of their peers.
- Julia Langman

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While taking attendance we have a question of the day that relates to what we are going to talk about that day and it gets everyone engaged before the lesson.

-Ally Shah

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Each corner was assigned a category based off of a modified Eisenhower Matrix: Urgent+Hard -> Urgent+Easy -> Not Urgent+Hard -> Not Urgent+Easy

Students were given a task, and they moved to the corner that they thought the task fell under. Students were asked why they went to that corner.

It was insightful hearing why students deemed certain tasks urgent/not urgent or hard/easy. It drove the point that time management is based on personal preferences, and that it was fine to think differently from each other, as long as they understood how to prioritize tasks to be as efficient and stress-free as possible.

- Samantha Carl Selorio

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For time management, we played truth or dare pong.

Students line up and throw a ping pong ball into one of the cups. When they make it in a cup, they have to do the prompt attached to the cup. It was either a truth or dare related to time management.

Some truth prompts were: Share a time when you procrastinated and why, when you turned your work in late, etc.
Some dare prompts were: Write 5 things on your to do list, write down a tool you use to manage time, take a group selfie, etc.

It was a way to show students how everyone may struggle with time management, and how classmates can share the same issues. It also jumpstarted people to think about their to do list.

- Samantha Carl Selorio

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Have students give their own experience or their input into class discussions so they feel engaged and the topic becomes better understood for others and make it more interesting than the professor just reading. Also, putting them into groups for discussions is a very engaging technique.

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Ashley Guillen-Tapia - UNIV Music Playlist

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Ashley Guillen-Tapia - UNIV Music Playlist

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During the 1-1's with my students, I realized that there were many that had exams, quizzes, and even midterms these days. I also realized that my professor and I were stressed this week, so I decided to talk about music and how it's a great stress reliever. Then, I passed my phone to each student and told everyone to add their favorite song and why they like it. It was fun and they were excited to talk about it. It was also a great way to learn more about them and see if others had a similar taste in music :) In the end, I played the playlist while they worked on their assignment. Great day today!

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After my Finding Your Edge presentation, I wrapped up with a group activity where the class was broken up into small groups and had to “make their own club” based on any interests they had within their small groups.

The clubs they made could’ve been about 1  common interest everyone in the group had, or a cluster of different interests from each person to make one working club. With their club, they had to think of a name, the purpose of their club, who’s on the EBoard (each other), and one campus event their club could host. After 5 minutes of collaboration, each group did a 1 minute elevator pitch for their club.

My goal for this activity was not only to related it to Finding Your Edge, but also to get my students engaged with each other, learn each other’s names, find similar interests, and get them thinking and collaborating. I also encouraged them to think of something they’d like to see at NSU to get them thinking about the current student orgs while thinking outside the box. The activity was quick and really fun and everybody’s “clubs” and presentations turned out to be really creative and interesting!! A couple of the “clubs” even sounded like possible clubs that NSU could use…

-Maria Amon

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-when I take attendance for my class, my instructor and myself came up with the idea to use a question of the day to get everyone involved. The question can be anything from favorite sport or who do you look up to, and the answers are 1-2 words just to get the ball rolling. So, as I go down the roster, the question is presented to the class and everyone answers accordingly. This way we can hear from everyone and if prompted, open the floor to discussion afterwards. ~ Chloe Sippin

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I would say for me that getting to know your students outside of the classroom has really helped. I run into them all the time and we talk about all sorts of things. My group chat is so active that I sometimes just want to mute (but I don’t ). The teacher and I also let them know that even though we are the ones in charge of the classroom, they run the show and that if there is anything of interest to them they should share. They are also quite talkative and sit next to each other, which is just amazing.

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For “healthy lifestyle” activity we organized the classroom to be a supermarket where each group of students had to go through the “store” and pick items before other team would and with all the items they got then they had to create a recipe!

David Giordano

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We did some ice breakers (the selling game) and it allowed some students to start new friendships
- Julia Langman

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Make an effort to call on every student during the class, even if it’s just to answer something simple. Students will stay engaged if they know they could be called on soon

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Have students answer questions based on their own experiences

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Debates!

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Small breakout groups for discussion!