Faculty Development Instructors Student Engagement 
Faculty Focus
NOVEMBER 1, 2022
Below, let me share instructional strategies that I use in my courses (virtual, asynchronous, and in-person) to recover student engagement. I’ve been utilizing mid-semester check-ins for several years now and have noticed that students respond best when I send out informal invitations to reflect on their learning experiences.
Edsurge
MARCH 11, 2020
Use Polls to Keep Students Engaged There are many tools available to pose multiple-choice questions to students remotely. Or professors can just ask students to respond to a prompt in the text chat included in most video conference platforms.
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Faculty Focus
NOVEMBER 1, 2022
Below, let me share instructional strategies that I use in my courses (virtual, asynchronous, and in-person) to recover student engagement. I’ve been utilizing mid-semester check-ins for several years now and have noticed that students respond best when I send out informal invitations to reflect on their learning experiences.
Faculty Focus
MAY 30, 2023
Traditionally, the one-size-fits-all approach to assessment has been dominant, with all students completing the same activities throughout the course. This method, however, often leads to a lack of student engagement and, consequently, less effective learning.
Edsurge
DECEMBER 27, 2021
Without that element , student dissatisfaction surges , and one has to doubt that regular comments and announcements from an instructor, no matter how detailed and well thought-out, really suffice. In a purely asynchronous format, even that basic goal has not been easily achieved.
Faculty Focus
NOVEMBER 24, 2024
That’s not a new finding, and it’s something most instructors already know, but it’s the size of the difference that’s often underestimated. The research team used 157 comments written to professors by students who chose to use the program to offer their thanks. All rights reserved. This led to a second set of hypotheses.
Faculty Focus
MARCH 30, 2025
Faculty developers and instructors can use this framework to harness AI’s potential, ensuring it supports rather than supplants their pedagogical roles. A century later, AI is no longer fiction but a dynamic force in community college education, reshaping how faculty teach, and students learn. Spitale et al.
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