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week 17

Recognize your own learning preferences and make efforts to extend your approach beyond those preferences. In other words, do not assume that you can teach something in the same way that you learned it and get the same results with all of your students.


The Weekly Teaching Tips will resume with the start of classes in August.

week 16

A key factor in student success is the attitude of the instructor. An instructor’s enthusiasm can motivate students. An instructor’s facial expressions, energy, and intonation are as important as what the instructor says. When instructors take time to reflect on the passions they feel for their discipline or profession and they communicate this to others, explicitly and implicitly, they can dramatically improve their teaching effectiveness.

week 15

The use of well-designed rubrics can improve the facilitation of learning by providing both students and instructors with clarity and commonality of purpose of an assignment. Students can better validate their own progress, and instructors can fairly and consistently document the student’s skills. Consider having students self-assess their assignments using the rubric the instructor will use when grading the assignment.

week 14

Frequent testing yields benefits for both you and your students. Early testing furnishes students with feedback they can use to optimize their course performance. Frequent testing gives students more opportunities for success, reducing the penalty for any single poor performance. By providing more testing opportunities the effects of random errors, such as student misinterpretation and distractions, tend to weaken.

week 13

Compose test questions immediately after you address the material in class. The material and cognitive levels at which you taught are fresh in your mind and should match the session’s learning objectives. This strategy ensures a supply of questions to use when you develop a quiz or exam. Alternatively, you can have your students develop these questions at the end of class or as homework and modify them as appropriate.

week 12

All too often when students receive a graded exam, they focus on a single feature–the score they earned! Although the focus on the grade is understandable, it can lead students to miss out on several learning opportunities that such an assessment can provide: identifying their own areas of strength and weakness to guide further study, reflecting on the adequacy of their preparation and study strategies, and understanding the nature of their errors.

week 11

Students are often unaware of the progress they are making, so communicating to them the areas where they are doing well or have improved is just as important as communicating to them the areas where they lack understanding or need further improvement. The positive feedback indicates which aspects of their knowledge should be maintained and built upon, where the negative feedback indicates which aspects should be adjusted.

week 10

Sharing examples of past student work can assist students to see how your performance criteria can be put into practice in an actual assignment. Such examples are even more powerful when you highlight particular features that were excellent. In addition to sharing exemplars, it can be helpful to contrast those examples with what you don’t want.

week 9

Articulate the course goals clearly to students so that they know what the desired outcomes are. Make it clear to students what you expect them to do in order to reach those goals. Clear expectations help make the connection between a course of action and a desired outcome more concrete and tangible. At the same time, let students know what support they can expect from you in pursuit of those goals.