• University Expectations & Services

• Research Focus

• Authentic Assessment

• Multiple Modalities

• Discourse

• Provide time for learners to reflect on their past learning experiences and more using the prompts below.

  • When was the last time you were in a classroom setting? What were you learning? What was your experience like?

  • What's something a teacher/instructor did that you really enjoyed?

  • What's something a teacher/instructor did that you really disliked?

  • Do you consider yourself to be an introvert? Extrovert? Or a little of both depending on the circumstances? Explain your answer.

  • How do you learn best? Do you enjoy lectures coupled with hands-on activities? Do you enjoy discussions?

  • Think about your thinking process. How would you say your brain works? Do you have neat little filing cabinets of information in your brain where you can just pull something out? Is your brain a tangled mess of interconnecting thoughts and information? Is your head full of song lyrics, random details, and more just swirling around? Or maybe something else?

Ideal For: Auditory Learners & Kinesthetic Learners.

Objectives: The students will be able to get to know their classmates and instructor.

Each student and the instructor will come up with 3 statements - 2 statements that are true - 1 statement that is a lie.

After having time to come up with their statements, one by one, each student will present their 3 statements & the other learners will attempt to guess which one is the lie. Proceed until all individuals have had a chance to participate.

Provides an opportunity to get to know the other people and engage in casual conversations. Begins to build a sense of community.

Objective: Students will be able to explain the purpose and objectives of the course as well as make connections to how this course will benefit them as they pursue additional courses, professional development, or career opportunities.

Mode: Presentation using Canva + Instructor speaking/telling stories etc + Learner Feedback.

Using a presentation they have made for the course, the instructor will present the information to the learners. This should be casual and allow for learner feedback throughout. Presentation should include:

• Information about the instructor

• Information about the course

• Goals/Objectives of the Course

• Class Schedule + Syllabus

• Student Expectations + Additional Resources available to Learners

• Additional Relevant Information

Students will complete a learner inventory that captures important logistical information as well as student interests, learning experiences, goals, etc.

1. Meet learners at the door. Inquire about their names - ensure pronunciation is correct (spell phonetically if necessary on a roster) - welcome to the class.

   • Repeat this every day - ensure that you greet learners at the door. Ask them how they are, inquire about their days, etc.

2. Simple but Effective: Student Introductions.

   • Give learners some time to brainstorm what they might like to share with other individuals (Name, Goals, Personal Information, etc). Go around the room, allowing everyone to meet everyone else - Instructor should start this process.

3. Get to Know You Bingo

   • Everyone gets a Bingo card with a bunch of characteristics, details, etc, written on it. Learners and the Instructor have to move around the room, talking to other people in an attempt to get Bingo.

For this, select an assessment (Enneagram, Myers-Briggs, Clifton Signature Strengths, etc.) and have students complete the assessment. Then, allow learners to take time to reflect on and discuss their results with others in the room - What they find to be accurate vs. inaccurate, etc.