1. Think-Pair-Share

    Learning Strategy Purpose: Think-Pair-Share is a highly flexible active learning strategy that can utilized to achieve a wide range of intended purposes. Students are much more likely to engage and think about the question when the dialogue is reduced to pairs. In large class discussions, much fewer students actually speak to a larger class and

  2. Building a Community of Teaching Practice

  3. Increase Active Learning: Students Learn Best by Doing Rather than Listening, Seeing, or Reading

  4. Proactively Supporting Students to Enhance Student Motivation & Success

    Providing proactive support to students frequently during the process of learning without them having to ask for help is an evidence-based practice. Instructors can provide tailored, proactive support based on their students’ record of course engagement and performance. Proactive support may include instructional support (e.g., study strategies, help with concepts) and messages intended to shape

  5. Removing Barriers and Enhancing Resources to Increase Student Success

  6. Evidence-based Teaching Practices

    These categories and the individual strategies that comprise them are represented at the end of this summary with a conceptual diagram to facilitate departmental discussion. Selected strategies that may be less familiar are elaborated below or briefly noted in cases where CETL resources already exist (or can be tailored) to help support departments implement the

  7. Student Learning and Success Strategies

    In many of our courses there is room for improvement in the learning and success of students. Not acquiring the intended learning outcomes in our courses may create challenges to learning more advanced concepts, lead to poor performance in subsequent coursework, and contribute to non-retention in the freshmen, sophomore, junior, and senior years. Thus, increasing