On Wed, October 30, 12–1pm in the Red Gym, we met with Posse Program students at their Lunch and Learn session. This event, as part of our Undergraduate Chat Learn and Share Space (U-CLaSS) program, provided an opportunity for students to share their perspectives and ideas regarding teaching and learning with us.
Four big take-aways:
- Climate matters. Students suggest that professors expressing interest in their questions and well-being substantially improved their feelings about the class and thus improved their performance in it. Invite students to ask questions! Professors who tried to learn student names and who followed up when students missed class were appreciated as well. Also praised were instructors who were passionate and enthusiastic about the material they are teaching and who instill a similar excitement and interest in their students.Instructors should remind students of their drop-in hours as those opportunities for one-on-one communication since this can be forgotten amongst all the demands of courses and college life. Students need instructors to be understanding and/or accommodating around issues of physical and mental health. A potential lack of understanding becomes an additional burden for students working to be successful in their courses. Students learn best from professors and teaching assistants that are supportive when asked for help in understanding course material. Students want instructors who are interested in making sure the students understand the content rather than just getting through their slides. Instructors should not assume content has been covered in the student’s high school curriculum and should be willing to assist them in learning that material.
- Time and timing matters. Lecture presentations based primarily on slides often run at a pace that is too fast for students. Relying too heavily on slides often causes instructors to skip steps or information that students may not know. Writing things down slows down the pace that an instructor goes through the material and also provides time for students to write down the material in their own notes. Studies have shown that we all do a much better job of learning and retaining material when we write it down on paper by hand. Make sure that help and advice is readily available at peak periods, right before big deadlines or exams. At the start of the semester share advice for students on how best to learn the subject material covered in your course. Consider offering a simple mid-semester course evaluation to get feedback on how things are working for the students.
- Teaching-expertise matters. Students repeatedly referenced their desire for quality support systems: for example, tutors who good at teaching the related subject and actively want to be there, rather than simply showing up for Q&A sessions. The same point came up with respect to instructors: faculty who worked with students and asked them how they would best learn the material helped them to achieve significantly better outcomes and to feel better about the experience. They stated that rigor is to be expected at a place like UW-Madison, but that instructors should provide the necessary help needed to master that content. It is also important to always be mindful of the fact that students do not have your level of expertise on the subject matter. Provide an opportunity for students to practice and receive feedback on what they need to learn, before a big exam on the material. In general, course assessments should consist of opportunities to demonstrate learning that go beyond just a standard set of exams. Students also expressed a desire for more guidance from faculty about how to study and be successful in their (the faculty’s) courses so that students didn’t have to figure it out as they go through the semester.
- Community matters. Students repeatedly referenced appreciating time to introduce themselves to their peers as well as opportunities to collaborate with them on coursework. This kind of learning environment and opportunity better tracks with the kinds of work that they hope to do after graduation (very few professions rely on employees taking high-stakes tests). Students welcome the opportunity to learn in collaboration with other students and engage in real world experiences and ideas related to course content. In general, students agreed that this chance to get to know their peers also supported them emotionally which again improved their learning and performance in the course. This is especially important in large lecture classes, create a welcoming environment and provide opportunities for students to connect with each other during class. Think-pair-share activities are an easy way create interaction in large lecture courses.