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If a group has stopped talking, I wander up to them and ask "what are y'all talking about"

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If a group has stopped talking, I wander up to them and ask "what are y'all talking about"

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Joining convos during group discussion time.

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Setting a timer to work in groups then cold calling on students to share their experiences if no one volunteers. I also have been asking them to delegate someone different each time to speak as a leader for their group.

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use a timer!

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cold calling (which is also good for helping me to remember names)

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Currently using: cold calling, timer, clarification

To try: walking around more (a bit tricky with how the room is laid out), joining the conversation (for their small group discussions)

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For self care, instead of using the prepared activities, I take my class on a walk around campus. This shows them how I deal with stress by resetting my environment. We walk to different areas, and as a music professor, I have them actively listen to the place we are: “what do you hear?” This allows them to slow down, unplug from words, and be present. I ask them how they feel in the place so we can talk about environmental factors that affect our learning and studying (and existing). As we walk from place to place, they are encouraged to talk through the exercise and notice new places on campus. At the end I have them assess thoughts in their mind and how they feel after the walk and away from devices.

Through this walk about, I share how this affects me and is a form of self care. Stress by the study room; walk out to reset before returning. Annoyed with roommate; take a walk to clear the mind. Been inside all day; go touch grass.

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The AI/honesty talk went really well. Several students who had previously been pretty quiet spoke up a lot and got involved in the discussion.

Preparation: Yes, that week I made my own powerpoint (adapted from TopHat) with more discussion questions up on the screen for them. I think sometimes if they don't hear the question verbally, they like to have a backup on the board. I also mixed in some written responses, so that the quieter students could still write out their thoughts and hand them to me privately.

Topic: Yes, I'm a bit of a luddite, but I'm really trying to stay informed about AI as much as I can. It was interest to hear the spectrum of student thoughts on it.

Engagement: some cold calling, some of my own personal stories

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I have been assigning to groups via bb. Each class, I have an icebreaker /group question on the table as they arrive. After 5 minutes of class, I ask them to share their discoveries... for instance, "what is one thing that has been easier than you thought and one harder than you expected? "

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Academic Integrity-- This one went especially well for a few reasons. The PPT that was created was very well-done and encouraged engagement-- I had them stand and move to different sides of the room to indicate their answers and then discuss with each other and the class like a debate. The questions are especially good because they are not black and white. They were up and moving around and NOT on devices. I find that even when they are on task, if the task is centered on answering questions on the computer, they struggle to be engaged outside that bubble. It's also a lesson that I have essentially taught before using this same PPT, so my preparation felt like I was making adjustments to what I knew worked, as opposed to starting over.

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I asked for two students who have had many experiences on campus in different roles etc. to share with the group. This sparked great conversation about resources, scholarships, study abroad, extracurricular activities etc.! This was good for students for time management given many students in my two classes are struggling with this concept.

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There hasn't been anything wildly successful, but walking around during group discussion time definitely helps get them talking to each other more. Something else positive is that I've been taking a couple of minutes each day to work through their Ch. 1 questions re: something they want to know more about. They seem relieved when I mention lots of people had the same questions.

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On the first slide of every class, I have a QR code to a Microsoft form Check In Survey. I ask them how their week has been, any support they may need (support from CAPS, a convo w/ their RA, a meeting with me, etc.), any changes or clarification I may need to make in Blackboard, and what they will do to relax/have fun. It gives such good insight into how they're doing and helps keep me accountable on staying organized.

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classes are better when i am specific on screens -- sometimes i use the "red light; green light" game as to when their screens are up and down.

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4

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5-- but I'm also end of the day at 4 on Mondays.

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1.5-2: mild crickets, but nothing too bad

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2

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My Monday/Wednesday class - 1

My Tuesday/Thursday class - 4

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Amalie Holland-- I'm an Instructional Designer with Global Campus.

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Jon Swain

Sr. Admissions Counselor

Office of Admissions

Silas Hunt Hall

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Jen Caba - CORD

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Leiana Boldon

Holcombe/Futrall Residence Hall Director

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Olivia Kline

Human Anatomy Lab

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I'm Michelle Pribbernow, around the corner in the CORD.

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My name is Abbie and I'm an advisor in Bumpers College!

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Deanna Shields, Physics

3

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Chy'Na Nellon AD LIA

Student Success/ CHORD

Burning Question?