Nothing sabotages student engagement as quickly as student confusion about why they are being asked to engage in a learning activity, exercise, assignment, or project.  Ambiguously defined goals for a project, unclear objectives for an activity, confusing outcomes for an assignment can all leave students feeling frustrated and more likely to disengage. To prevent this, clearly articulate the objectives for all activities. Let your students know what you expect them to know or be able to do after completing a learning activity.

Help students recognize the connection between what you are asking them to do and the things they care about. How do the ideas, theories, concepts, or skills you are teaching relate to the real-world? How is what they are learning/doing preparing them for a future course, their professional life, or their role as a friend, spouse, parent, or citizen?

We all have limited attention spans, and after more than about fifteen minutes in any given activity – lecture, discussion, hands-on practice, etc. – our brains begin to lose focus. So divide your class time into smaller chunks, each about ten to fifteen minutes long, focused on different kinds of activities. For example, you might pause a mini-lecture for a brief discussion, a Q&A session, a low-stakes or complete/incomplete writing activity, or a think-pair-share activity.

Your students are diverse and they engage in your course in different ways. A variety of activities and strategies helps ensure meaningful and effective learning experiences for all of your students at various points and creates a more equitable and engaging experience. So, whether in the face-to-face classroom or in the online environment, you will want to a provide a range of activities and experiences. Mix your lectures with opportunities for discussion, Q&A, paired exercises, a brief comprehension check, or a writing activity. Mix your discussions with a mind-mapping activity, a chance to brainstorm examples or applications of key ideas or concepts, or a video clip demonstrating real-world examples of key ideas or theories. Mix individual and group work. Mix activities that rely on visual, written, and auditory channels.

Having to respond flexibly to changing circumstances and work with both face-to-face and remote students increases the importance of effective communication with your students. Use your syllabus and regular announcements (delivered during synchronous class sessions and via a communication tool like email or Canvas announcements) to convey and reinforce important course information. Convey changes to the course, grades, and feedback to students quickly enough for students to use and respond to this information. Check in with students regularly to make sure that they understand assignment and activity instructions, grading criteria, and your feedback.

When selecting educational technology tools to use in your courses, consider your teaching and learning goals and which technologies will help you best achieve them. Avoid using technology for technology’s sake. Educational Software Consulting (edtech@teaching.pitt.edu) can help you select and learn about the tools best suited to engaging your face-to-face and remote students. Once you have selected tools, test them out before implementing them in classes to explore their capabilities fully and increase your comfort-level using them.

Never underestimate your position as a role mode and your ability to excite and inspire your students. You chose your field of study for a reason. Share your excitement, zest, and passion for your discipline. That excitement can be contagious and can inspire the next generation of scholars and practitioners.

Anticipate that students may experience some disruption in their learning for a variety of reasons outside of their control. Proactively plan how you can support students navigating the uncertainty of new circumstances. Consider creating flexible deadlines or allowing a certain number of extensions on assignments when possible. Convey compassion to your students by checking in to see how they’re doing, connecting them to resources, and assuring them that you care about their well-being and are there to help them succeed.

Read the How to Support Students in Distress or Coping with Trauma article for more information and guidance.