All posts by Erin Sella

How to Build Community in Your Class Without Using Icebreakers

How to Build Community In Your Class Without Using Icebreakers

Research has shown that college students who find a support community in the first 6 weeks of college are more likely to persist and complete their education (Woosley, 2003). Much of this community can be found and created outside of the classroom through co-curricular involvement, however, faculty are in a unique position to influence the success of their students. For example, a 2021 study found that students who felt a sense of belonging in their STEM program were more likely to persist to their second year (Garza et al.).
Continue reading →

3 Quick Ways to Increase Student Engagement in Your Lectures

Studies have shown that student participation in lectures leads to students having greater motivation in the classroom, becoming better critical thinkers, and ultimately, learning more effectively. For students to reap the benefits of class participation, however, they actually have to participate. This can occasionally be challenging. 

Below are three activities I keep in my back pocket to stimulate meaningful student participation. 

Continue reading →

3 Simple Ways to Learn Your Students’ Names

Learning the names of your students is often cited as a simple way to create an inclusive environment in your classroom. It shows your students you care and helps to foster a sense of community. Furthermore, researchers have found that students have a more positive attitude about a course if they perceive that the instructor knows their name.

Image of a name tag

I’m the first to admit that I have a terrible memory and have a difficult time remembering the names of people I meet. This means I have to make a concerted effort to quickly learn students’ names when I teach. This can sometimes prove to frustrating and time consuming but it doesn’t have to be. Below are a few quick strategies I use to make learning names a little easier.  

Continue reading →

3 Questions to Ask Yourself When Designing Your Course

When you work in education, winter break can be a time for reflection and revision. Faculty often use this time to rework their courses and syllabi. Traditionally when one revises a course they:

  1. Find texts and supporting materials
  2. Divide readings and homework throughout the quarter
  3. Determine a method for assessing students’ performance

And, boom! Your course is planned! While this remains the most common way to structure a course, a different approach commonly called Backward Course Design has been steadily gaining in popularity throughout recent years.

Continue reading →