Supporting Empowerment

2.4 Supporting Empowerment 

Why is it important?

Empowering students gives them more control over their learning experiences, allowing flexibility in how they engage with the material, demonstrate knowledge, and engage with each other in the classroom setting. Cullen and Oppenheimer (2024) reported that students who feel they have a say in their learning are more motivated to learn, participate actively, and tend to perform better. Instructors can use different tools to include students in their learning experience. Danley et al. (2016) conducted an interdisciplinary study on the usefulness of collecting student feedback. Faculty participants felt that gathering student feedback allowed them to provide students with a more intentional classroom experience, enhancing everyone’s classroom experience.

How can we implement it?

Instructors can empower students by involving them in the course design. Start by thinking about course policies, such as attendance, and how those can be built in collaboration with your students. While instructors may have varying degrees of control over the curriculum and assessment methods, incorporating strategies to gather student feedback and address student needs can be transformative. Similarly, adding strategies to promote student learning and address academic gaps is an excellent way to ensure students are given the resources to succeed in the course.

References

Cullen, S., & Oppenheimer, D. (2024). Choosing to learn: The importance of student autonomy in higher education. Science Advances, 10(29). https://doi.org/10.1126/sciadv.ado6759

Danley, A., McCoy, A., & Weed, R. (2016). Exit tickets open the door to university learning. InSight: A Journal of Scholarly Teaching, 11, 48-57. https://doi.org/10.46504/11201603da

Tay, H. Y., & Kee, K. N. N. (2019). Effective questioning and feedback for learners with autism in an inclusive classroom. Cogent Education, 6(1), 1634920. https://doi.org/10.1080/2331186X.2019.1634920

Resources 2.4: Supporting Empowerment

Checklist for this section:

Attendance

Gather student feedback

Address student needs

Promote student learning

Address academic gaps

Attendance

Adopting flexible attendance policies, such as an “optional-mandatory” policy lets students decide at the start of the semester if attendance will count towards their grade, leveraging their initial high motivation to commit.

Here are some examples of different attendance policies:

Mandatory Attendance Policy

Attendance is mandatory for all scheduled classes. Students are expected to attend every class session and participate actively. Attendance will be recorded at the beginning of each class.

• Absences: Students are allowed a maximum of three unexcused absences per semester. Each additional unexcused absence will result in [penalty].
• Excused Absences: Excused absences include medical emergencies, family emergencies, and university-sanctioned events. Documentation must be provided within [one week of the absence].
• Tardiness: Arriving more than 10 minutes late will be considered an absence. Three instances of tardiness will count as one unexcused absence.
• Make-Up Work: Students are responsible for catching up on any missed work due to absences.

Optional-Mandatory Attendance Policy

Attendance is encouraged but not strictly mandatory. However, participation in certain key sessions is required.

• Key Sessions: Attendance is mandatory for all exams, project presentations, and guest lectures. Missing these sessions without a valid excuse will result in a [Consequence, e.g., 10% reduction in the final grade].
• General Attendance: While general attendance is not mandatory, regular attendance is highly recommended to keep up with course material and participate in discussions.
• Participation Points: Students who attend at least 80% of the classes will receive [Encouragement, e.g., 5% extra credit towards their final grade].
• Excused Absences: Excused absences for key sessions must be documented and approved in advance.

Optional Attendance Policy

Attendance is optional for all classes. Students are responsible for their own learning and are encouraged to attend classes to benefit from lectures and discussions.

• Self-Responsibility: Students are expected to manage their own schedules and ensure they keep up with course material, assignments, and exams.
• Class Participation: While attendance is not required, active participation in class discussions and activities is encouraged to enhance learning.
• Resources: Lecture notes and recordings will be made available online for students who are unable to attend.
• Assessment: Grades will be based solely on assignments, projects, and exams. Attendance will not directly impact the final grade.

Back

Gather Student Feedback

Ask students about strategies they have liked from other courses and consider incorporating similar strategies into your course.

5-Question Student Feedback Survey (Previous Courses)

I value your feedback and would love to hear about the strategies, activities, and experiences that have helped you succeed and enjoy a course. Your insights will help me create a better learning environment for everyone. Please take a few minutes to answer the following questions:

1. What strategies or activities have other instructors used in their classes that helped you understand the material better? Please describe any specific strategies or activities that were particularly effective.
2. What class activities or experiences have you found most engaging and why?
3. What methods have instructors used that have helped you connect with them and your peers? How have these strategies or activities impacted your learning and engagement in the course?
4. Do you have any additional comments or suggestions for activities or strategies that could enhance your learning experience?
5. Please share any ideas or suggestions you have for improving the course.

Thank you for your valuable feedback!

5-Questions Student Feedback Survey (Class Activities)

Ask students how they feel about the current class activities and how they affect their learning.

We appreciate your feedback on how this course is helping you succeed and enjoy your learning experience. Your insights will help us improve the course for everyone. Please take a few minutes to answer the following questions:

1. Which class activities or strategies have been most helpful in understanding the course material? Please describe any specific activities or strategies that have been particularly effective.
2. What aspects of the course have you enjoyed the most? Can you share how these experiences or activities made the course enjoyable for you?
3. How have the course activities helped you connect with your instructor and classmates? What methods or activities have facilitated these connections?
4. How have the course activities and strategies impacted your overall learning experience? How have they influenced your understanding, engagement, and enjoyment of the course?
5. Do you have any suggestions for additional activities or strategies that could enhance your learning experience?

Please share any ideas or suggestions you have for improving the course.

Thank you for your valuable feedback!

Back

Address Student Needs

Consider adopting policies and strategies to allow flexibility within your course.

Back

Promote Student Learning

Instructors can support student learning by cultivating a growth mindset and helping students develop metacognitive skills.

Growth Mindset

1. Frame challenges as opportunities for growth rather than obstacles.
2. Focus on the process and effort.
3. Encourage risk-taking and mistakes.
4. Demonstrate your own willingness to learn and grow.

Examples:

• “Remember, challenges force us to learn and grow.”
• “If you embrace challenge, you will be amazed at what you can achieve.”
• “It’s okay to struggle with new concepts. The important thing is to keep trying and ask questions.”
• “Mistakes are a natural part of the learning process. Don’t be afraid to make them, because each mistake brings you one step closer to understanding and success.”

Metacognitive Skills

1. Regularly ask students to reflect on their learning experiences.
   • “What strategies worked well for you?”
   • “What could you do differently next time?”
2. Guide students in setting specific, achievable goals.
   • “For this project, let’s set a goal to complete the research phase by the end of next week. Break it down into smaller tasks, like finding five credible sources by Wednesday and summarizing each source by Friday. This way, you can manage your time effectively and stay on track.”
   • “As we prepare for the upcoming exam, set a goal to review one chapter each day. Start by outlining the key concepts and creating flashcards for important terms. By the end of the week, you’ll have a solid understanding of the material and be well-prepared for the test.”
3. During lessons, verbalize your thinking process as you work through problems or analyze texts.
   • “Let’s tackle this complex math problem together. First, I’ll read through the problem carefully to understand what it’s asking. Next, I’ll identify the key information and write it down. Now, I’ll think about which mathematical concepts and formulas might apply here. As I work through the calculations, I’ll explain each step and why I’m doing it this way. If I make a mistake, I’ll show you how I identify and correct it.”
4. Allow students to assess their own work using rubrics or checklists, and use activities like learning journals, concept maps, or peer teaching to help students organize their thoughts and reflect on their understanding.

Back

Address Academic Gaps

Study Modules

Creating a “Learning How to Learn” or “Introduction to the Course” module is essential for setting students up for success. Key components of this module include an overview of effective study strategies, time management tips, and resources for academic support. Additionally, it should introduce the course objectives, expectations, and assessment methods. Highlight activities that help students understand their learning styles and how to leverage them. The Center for Innovation in Teaching and Learning (CITL) at the University of Illinois Urbana-Champaign can assist in crafting this type of module, providing expert guidance and resources to enhance your course design.

For more information about creating a study or review module see: Creating a review module.

Back

Student Services and Support

At the University of Illinois Urbana-Champaign, we offer a variety of academic resources to support your success. You can access the Course Explorer to find detailed information about courses and degree requirements. The library provides extensive research materials and study spaces. For personalized academic support, visit the Center for Academic Resources in Engineering (CARE) or the Writers Workshop. Additionally, the Office of Undergraduate Research offers opportunities to engage in research projects.

For students needing accommodations, the Disability Resources and Educational Services (DRES) ensures that qualified individuals with disabilities have equal access to university programs and services. They offer a range of support, including academic accommodations, assistive technology, and mental health services.

If you need tutoring, the Office of Minority Student Affairs (OMSA) provides tutoring services for over 50 classes each semester, focusing on introductory courses. The Division of General Studies also offers tutoring for high-risk courses, especially in subjects like math, chemistry, and foreign languages.

Please visit the Student Resources page for more information on these and other resources.

Back