Introduction #

First-year students often have distinct needs when they arrive at college. The collection of resources below is designed to support those needs through a range of flexible, easy-to-implement activities.  These include quick in-class activities (5 – 10 minutes), extended activities (10 – 30 minutes), and asynchronous options.  Each activity includes ideas for variations and guidance on how to adapt it to different contexts such as large or online classes.

The activities in this toolkit are organized around six key areas that support students’ transition to college:

1. Building belonging and community
2. Developing academic skills and learning strategies
3. Supporting navigation of college
4. Fostering purpose and motivation
5. Encouraging reflection and growth
6. Navigating technology

Within each area, you’ll find a variety of activities to suit your needs; each of which can be customized to your unique context.  Use the table of contents to examine activities by topic and length.  We hope you find them helpful.

Building Belonging & Community #

A strong sense of belonging has been found to be crucial for student success.  Students who feel connected to peers, instructors, and their institution are more likely to persist at the institution.  The activities in this section are meant to help students build relationships, see themselves as members of the campus community, and develop connections that support their academic and personal well-being.

Name-to-Know Activity (Quick) #

Time needed: 5 – 10 minutes

Purpose: This activity will help students begin to learn each other’s names while making connections to the course content or discipline.

Instructions:

1. During the first day or week of class, ask students to introduce themselves with the prompt below.
2. Share your response first to help clarify what you’re looking for.
3. If time allows, have students share their responses with the class.  For a small class, have the whole class share out, for a larger class, have small groups share instead.
4. As students share their introductions, encourage students to look for shared interests or other connections.

Student prompt:

Please share

• Your name.
• One connection you have to this course or subject.  This could be a past experience, something you’ve heard about it, a concern, or a question.
• One thing you’re hoping to learn or get better at in this course.

Note: If you’re worried that students won’t be able to identify a connection yet, ask them to share what they think the course will be about or what they’re curious about.

Variations:

• Have students write their responses on an index card first to give them time to think before sharing.  You can collect the cards to take attendance.
• Let students include a quick sketch, symbol, or find an image that represents their connection to the course or their goals.

Adapt for your context:

• Large class: Consider having students use think-pair-share with a partner instead of using groups, or collect responses using a short online form and share a few examples.
• Online classes: Use a discussion board with options for text, video, or audio introductions and have students reply to a few of their peers.

“You Belong Here” Reflection (Quick) #

Time needed: 5–10 minutes (in class) or asynchronous

Purpose: This activity helps normalize first-year uncertainty and reinforces that all students belong, especially important in gateway 100-level courses.

Instructions:

1. Early in the semester (week 1–2), ask students to respond to a short reflection prompt about their feelings heading into the course.
2. Option: anonymously collect responses and share themes with the class.
3. After you’ve reviewed the responses, have a brief class discussion highlighting  how concerns are common and expected.

Student prompt:

As the semester starts, you might be feeling a mix of excitement and uncertainty. 

In 2–3 sentences, answer the following questions:

• What concerns or worries do you have about being successful in this course?
• What is one strength you bring that might help you succeed?

Variations:

• Have students share their responses in pairs or small groups and ask them to share out some of the strengths that they bring to the course.
• Add a question asking them to identify an action they will take to support their success in the course.

Adapt for your context:

• Large class: Use a Microsoft Form and show the word clouds generated to your class.
• Online classes: Have students answer the questions on a discussion board, with an option to post privately.

Collaborative Norm-Setting (Extended) #

Time needed: 15 – 35 minutes

Purpose: This activity helps to create a shared understanding of how the class will function and helps to build student ownership of the learning environment.

Instructions:

1. Ask students (individually or in small groups) to brainstorm answers to questions related to how they want the class to function (see sample student prompts below)
2. Collect responses and group them into themes.
3. Co-create 4 – 6 classroom norms and share them with the class.
4. Revisit in week 8 if needed.

Student prompt Options:

Note: you can combine more than one or come up with one of your own

Option 1: Learning Environment

Think about a class where you learned well.  What did the instructor do?  What did the students do?  In your group, create a short list of behaviors or norms that help create productive learning environments.

Option 2: Classroom Discussion

Think about a discussion where you felt engaged or learned something new.  What made that discussion effective?  What behaviors helped you (or others) participate?  What can students do to support good discussion in this class?  What can the instructor do?

Option 3: Respect

In our classroom, students may have different perspectives and experiences.  What does respectful behavior look like in class?  How should we respond when we disagree with someone?  What helps create a space where people feel comfortable participating?

Variations:

• Bring in a set of sample norms that you’ve generated or from past classes and have students react to and refine them.
• Provide students with short scenarios, like unequal participation in group work or a classroom conversation that goes awry, and ask them to consider how the norms they’ve been created can be used to get things back on track.
• Explicitly connect norms to graded activities and assignments, like class participation or group projects, so students can see why they are important.

Adapt for your context:

• Large class: Have students brainstorm in groups.  Use a Microsoft form in Present mode to collect data in real time and share with the class.
• Online classes: Use discussion boards to have student answer the reflection question.  Examine responses for common themes and follow up with the students via discussion posts, emails and/or announcements.

Structured Peer Introductions (Extended) #

Time needed: 30 – 50 minutes

Purpose: This activity helps students build early connections with their peers, practice listening and communication, and helps them see themselves as members of the discipline.

Instructions:

1. Have students pair up (or use groups of three).
2. Provide the prompt below.
3. Give students ~5 min to interview their partner.
4. Have each student introduce their partner to the class or small group.
5. Encourage them to focus on academic interests, goals, and connections, not just personal facts.

Student prompt:

Part 1: Interview your partner

Choose 2 – 3 of the questions below to ask your partner.

• What interested you about taking this course?
• What is your experience in this subject so far?
• What is one thing you hope to learn or get better at by taking this course?
• What is something you’re unsure or nervous about?
• What is one goal you have for this semester?

When you’re done, switch.

Part 2: Introduce your partner

Introduce your partner to the class.  Be sure to include:

• Their name
• One or two academic interests, goals, or experiences related to this course.

Variations:

• Have students introduce each other to small groups instead of to the whole class.
• Have students submit a short paragraph introducing their partner.

Adapt for your context:

• Large class: Have students introduce partners in a small group (4 – 6 students) or collect responses in a form and share some response.

Common Ground Connections (Asynchronous) #

Time needed: asynchronous

Purpose: This activity encourages students to move beyond introductory posts to start building connections with classmates by finding shared experiences, interests or perspectives.

Note:

This activity is designed to follow an initial introductory discussion board.  Students are not creating new posts; they are reading through existing posts and looking for connections, similarities, etc. and then making structured replies.

Instructions:

1. Have students complete an introductory discussion board where they share things like goals, concerns, interests, or prior experiences.
2. Assign this activity as a reply phase, after the initial posts are due.
3. Have students read 2 – 3 posts in the initial discussion board, and have students use structured replies that focus on finding connections between themselves and their peers. 

Student prompt:

Now that everyone has had a chance to introduce themselves, we want to start building connections with other students in the course.

• Read through the posts your classmates have made.
• Reply to at least two classmates.  In each reply:
  • Identify something you have in common OR
  • Share a similar concern or related experiences
• Go beyond just saying that you agree and be sure to
  • Ask a follow-up question OR
  • Build on something they shared

Variations:

• In their replies, ask students to not only identify a shared experience, but also suggest a strategy, campus resource, or study strategy related to that connection.
• Have students scan a variety of posts and write a short post summarizing themes that they noticed or connections that they found meaningful.

Adapt for your context:

• Large class: Set up Canvas discussion groups of 5 – 10 students to make it less overwhelming.

Structured Study Groups (Asynchronous) #

Time needed: 10 minutes setup, with an option for ongoing support.

Purpose: Setting up structured study groups supports peer connection and helps improve learning through structured group study.

Instructions:

1. Have your students complete a short survey about things like their availability, goals, preferences, etc.
2. Use survey responses to form small groups (3 – 5 students).
3. Provide explicit guidance on how to study together effectively.
4. Have groups get together outside of class and set expectations using the prompt below.
5. Consider providing one low-stakes group check-in assignment or assigning group roles (facilitator, note-taker, checker).

Student prompt:

This semester, you will be part of a small study group for this course. 

As a group, discuss:

1. How/when you will meet.
2. What you will be doing during your study sessions.

Individually, you should reflect on:

1. What you hope to gain from the group.
2. How you will contribute to the group.

Variations:

• Allow students to choose their own groups or form groups based on specific academic goals.
• Provide a simple meeting template for study groups to use during their study sessions and allow them to adapt/customize it.

Adapt for your context:

• Large class: Instead of intentionally pairing up students, use the Study Buddy feature in Navigate to help your students form study groups. 
• Online classes: Require one synchronous or asynchronous group activity such as solving a shared problem-solving document or contributing to a group study guide.

Developing Academic Skills & Learning Strategies #

The transition to college often requires students to refine and expand their academic skills.  The activities in this section focus on building important skills like time management, studying effectively, metacognition, and thinking like an expert in the field.  These activities help students move beyond the habits that made them successful in high school and develop the tools and strategies they need to be successful in college. 

How Would You Study This? (Quick) #

Time needed: 5 – 10 min

Purpose: This activity will help students compare different study strategies and identify which are the most effective, based on their learning goals.

Instructions:

1. Give students a sample exam question that goes beyond recall to application or analysis.
2. Ask students to spend a few minutes reflecting individually on how they would study to be successful on a similar question.
3. Have students talk about their ideas in pairs or small groups.
4. Bring the whole class back together and ask groups to share their strategies.  Record them on the board or in a projected document.
5. After the discussion, briefly highlight some of the evidence-based strategies that might have surfaced, like:
   1. Practice testing/retrieval practice
   1. Self-explanation
   1. Identifying and correcting mistakes
   1. Spaced practice
6. Have students spend a minute reflecting on a specific thing they will change about their studying as a result of the activity.

Student prompt:

Look at the question/exam provided.

Individually respond to the following:

1. How would you study to prepare for a question/exam like this?

With your group, discuss:

1. What strategies did you have in common?
2. What strategies were different?
3. Which strategies do you think would be most effective for this type of question/exam?  Why?

Variation:

• Showing your students two different study plans.  For example, re-reading notes vs. practice testing and ask students to vote on which is more effective before having a broader discussion of evidence-based study skills.

Adapt for your context:

• Large class: have students share their strategies in a Microsoft form and make a word cloud to surface the most common strategies.
• Online classes: Post the questions to a discussion board and have students respond and reply to peers.

Time Estimation Check (Quick) #

Time needed: 5 minutes before handing out an assignment + 5 minutes after they’ve completed it

Purpose: This activity will help students learn how long academic tasks actually take and identify patterns in their time estimates.

Instructions:

1. Before completing an assignment (problem set, reading, paper, etc.), ask students to estimate how long it will take.
2. After submission/completion, have them reflect on the actual time spent.

Student prompt

Before completing the assignment/reading

• How long do you think this assignment/reading will take you to complete?
• What factors influenced your estimate?

After completing the assignment/reading

• How long did it actually take you?
• What surprised you?
• What will you do differently next time?

Variations:

• Repeat over the course of the semester and have students look at patterns (e.g., regularly underestimating the time it will take to complete reading).
• Collect the estimates and have a class discussion about why the estimates varied and how those who were more accurate came up with their answer.
• Have students also explain when in their week they have time to complete the task, based on their time estimate.

Adapt for your context:

• Large class: Use a quick Canvas quiz (1 – 2 questions) before and after the assignment.  Skim the results and look for themes.
• Online classes: Use a Canvas quiz or embed the questions into the assignment submission.

Exam Wrapper (Extended) #

Time needed: 10–15 minutes (in class or asynchronously)

Purpose: This activity will help students build metacognition by helping them reflect on how they studied and how to improve.

Instructions:

1. Return the exam.
2. Assign the prompt below immediately after students receive grades.
3. Optional: Have them revisit their answers before the next exam.
4.  

Student prompt:

The purpose of this assignment is to help you reflect on your preparation and performance on this exam. The goal is to help you grow as a student, so you should answer the questions honestly.

1. Approximately how many hours did you spend studying?

2. What study strategies did you use? (e.g., rereading notes, doing practice problems, flashcards)
3. Which strategies seemed most effective? Why?
4. What would you do differently to prepare for the next exam?
5. What is one specific action you will take before the next exam?

Variations:

• Have students look through their exam and identify specific mistakes that they made (e.g., misreading directions, not completing all instructions, careless error, conceptual error) and discuss what actions they will take to avoid making similar mistakes on the next exam.
• Ask students questions about how they used academic resouces like office hours, tutoring, practice exams, etc. and what impact it had on their exam performance.

Adapt for your context:

• Large class: Administer this as an auto-graded Canvas quiz using short answer questions.  Set the quiz to award full credit upon completion.  Skim responses to look for recurring themes. 
• Small class: Have students pair up and share and discuss their answers before submitting their reflection.
• STEM: Add a question about how much of their time was spent actively problem-solving vs memorizing content.

Guided Problem-Solving Session (Extended) #

Time needed: 20 – 30 minutes (can be shortened or lengthened depending on need)

Purpose: This activity helps to model effective thinking and problem-solving methods by making your expert thinking visible and helping students focus on the process of problem solving, not just the final answer.

Instructions:

1. Pick a problem or task that students typically find challenging and provide them with the prompt below.
   1. Introduce the problem and have students spend 1 – 2 minutes thinking about how they would start the problem/task.
   1. Work through the problem/task aloud, explicitly modeling your thought process.  For example, talk through how you know what is being asked, how you know what strategy to use, or how you are checking to ensure your answer makes sense.
   1. Pause at key points and ask students to predict the next step or to explain the reasoning behind what you did.
   1. Have students complete a similar problem/task with a partner.
   1. Bring the class back together to highlight key strategies and decision points in the process.

Student prompt:

As we work through this problem/task together, focus on the process, not just the answer.

Individually, ask yourself:

1. What is the first step you would take to solve this problem?

As I work through the problem/task, be prepared to discuss:

1. Why did we choose this step?
2. What information are we using here?
3. How can we check if this step or answer is reasonable?

Afterward, with a partner

1. Apply the same process to a similar problem/task.
2. Identify one step where you felt confident and one where you felt unsure.

Variations:

• Provide students with a copy of the fully worked problem.  As you work through it, have students annotate it with the correct reasoning, circle key information, etc.
• Show students both your expert solution and an example of typical student work. Talk about differences in strategies, set-up, work shown etc.
• Walk through an example where there is a common mistake.  Have students identify where the errors are and how to fix them.
•  

Adapt for your context:

• STEM course: Emphasize showing all steps, using units to guide work, and checking for how reasonable your answer is.
• Large class: Use think-pair-share, or polling to ask students to choose the next step.
• Online classes: Record a short “think aloud” video and embed pause point with reflection questions.

Weekly Planning Template (Asynchronous) #

Time needed: 10 – 15 minutes for the initial set-up, with 5-minute weekly check-ins

Purpose: This activity will help students create realistic weekly schedules based on their academic and personal responsibilities.

Instructions:

1. Provide students with a weekly planning template (or several so they can choose the one that works best for them).
   1. Ask students to list
      1. All course deadlines (assignments, readings, quizzes, papers, etc.)
      1. Other commitments (work, sports, free time)
   1. Have students estimate how long each academic task will take.
   1. Ask students to schedule specific times to work on tasks throughout the week.
   1. Build in a weekly check-in where students review what they completed and adjust their plan for the next week.

Student prompt:

At the start of the week, complete your weekly plan.

Include:

1. All upcoming assignments, readings, quizzes, papers, etc.
2. Your other commitments (work, sports, etc.)
3. An estimate of how long each academic task will take.
4. Specific times you will work on each task.

At the end of the week, reflect on:

1. What did you complete as planned?
2. Where did your plan not match reality?
3. What will you adjust for next week?

Variations:

• Add questions asking students to compare their estimated time versus actual time for their academic tasks and reflect on where they tend to underestimate.
• Add questions to help student identify and anticipate potential barriers such as: What might get in the way of your plan this week?  What is your backup plan if something changes?
• Share an example of your weekly plan to show students how you schedule your time.

Adapt for your context:

• First-year courses: Provide a structured template with guided prompts and an example.
• Large class: Use a quick submission (e.g., upload a photo), give credit for submission, and spot check as needed.
• Online classes: use a shared online calendar or discussion board where students post weekly plans and brief reflections.

Study Strategy Reflection (Asynchronous) #

Time needed: 5 – 10 minutes weekly (asynchronously or brief in-class check-in)

Purpose: This activity will help students evaluate how effective their study strategies are and make adjustments to improve learning over time. 

Instructions:

1. Ask students to do a brief weekly reflection on how they studied.
   1. Ask them to go beyond tracking how much time they spent and instead focus on what strategies they used using the prompt below.
   1. Spot-check reflections to identify patterns or reinforce effective strategies.

Student prompt:

At the end of the week, reflect on how you studied for this course.

Respond to the following:

1. What specific study strategies did you use this week?
2. Which strategies were most effective?  How do you know?
3. What challenges did you encounter while studying?
4. What is one specific change you will make next week to how you study?

Variations:

• Ask students to group their current study strategies into categories like passive vs. active, or individual vs. collaborative and reflect on which were most helpful.
• Ask students to vary not only how they are studying but how often and for how long and look for patterns in what is most effective.

Adapt for your context:

• First-year courses: provide a checklist of common study strategies (practice problems, self-testing, flashcards, etc.) to help students be more specific.
• Large class: Use short Canvas quizzes for submission, grade based on completion.
• Online classes: Use a recurring discussion board where students share one strategy and respond to a peer.

Navigating College Systems #

Navigating college systems can be complicated, especially for first-year students.  Activities in this section help students learn how to navigate academic expectations and make use of college support systems.  These activities help students identify when they need support and empower them to seek out resources and make use of available supports.

Syllabus Deconstruction (Quick) #

Time: 5 – 10 minutes

Purpose: This activity helps student quickly identify the most important information in a syllabus, understand expectations, and learn how to be successful in their courses.

Instructions:

1. Provide students with a syllabus, either for your own course or for another.
   1. Ask students to review the syllabus and identify key information.
   1. Have students pair up to compare what they found.
   1. Have a brief class discussion to highlight essential pieces of a syllabus.

Student prompt:

Part 1: Individual Portion (3 minutes)

Review the syllabus and identify the 3 most important things you need to know to succeed in this course.  Write down your answers.

Part 2: Pair & Compare (2 – 3 minutes)

Share your responses with a partner.

• What things did you both identify?
• What did your partner notice that you missed?

Part 3: Class Discussion

Be prepared to share one item you think is particularly important.

Variations:

• Have students complete a scavenger hunt with specific questions such as “What is the late policy in this course?” or “How are grades calculated?”
• Use multiple syllabi from different courses to compare expectations.

Adapt for your context:

• Large class: Use a shared document to collect responses rather than discussion.
• Online classes: Have students post their “top 3” in a discussion board and respond to a peer.

Barrier Busting (Quick) #

Time needed: 5 – 10 minutes

Purpose: This activity helps students identify common barriers to help-seeking and develop strategies to overcome them.

Instructions:

1. Introduce the idea that many students know about campus resources, but don’t always use them.
   1. Ask the students to individually reflect on possible barriers.
   1. Have students share in pairs or small groups.
   1. Have a class discussion and brainstorm ideas for how to overcome common barriers.

Student prompt:

Part 1: Identify Barriers (2 – 3 minutes)

Think about why students sometimes don’t use helpful resources, and write down 1 – 2 reasons.

Examples might include:

• Not knowing how to get started.
• Feeling nervous or intimidated.
• Thinking they should “figure it out on their own.”
• Time constraints.
• Not knowing if it will actually be helpful.

Part 2: Pair & Problem-Solve (2 – 3 minutes)

Share your ideas with a partner.

For each barrier, discuss:

• What could help someone overcome this?
• What would make it easier to take the first step?

Part 3: Share strategies

Be prepared to share one barrier and one strategy to overcome it with the class.

Variations:

• Create a quick “myth vs. reality” list (e.g., “Office hours are only for struggling students”).
• Have students write an “if–then plan” (e.g., “If I feel stuck, then I will go to tutoring within 2 days”).
• Use polling, anonymous survey, or have students write down barriers and turn them in on a note card to get at barriers students may not want to say out loud.

Adapt for your context:

• Large class: Use a shared document or polling to collect barriers and strategies.
• Online classes: Have students post one barrier and one solution, then respond to a peer with an additional idea.

Help-Seeking Practice (Extended) #

Time: 10 – 15 minutes (in class or asynchronously)

Purpose: Help students practice how to ask for help.  This activity works well before requiring students to attend office hours or use other campus resources.

Instructions:

1. Share a short scenario with your student (e.g., you’re confused about an assignment or missed class)
2. Ask students to draft a short email or script for talking to their instructor.
3. Have students swap with a partner and give each other feedback.

Example Student prompt

Imagine that you are confused about an assignment or topic in this course.  Write a short email to your instructor asking for help.  Your email should include

• A clear question.
• Appropriate context (what you’ve tried, where you are stuck, etc.)
• A respectful and professional tone

Variations:

• Provide students with example emails or scripts and ask them to revise them to make them more effective.
• Share examples of effective and ineffective emails/conversations and ask students to compare and contrast them before drafting their own.
• Ask students to anticipate how their instructor might respond, and what their next steps are.
•  

Adapt for your context

• Large class: Provide options for different emails and have students decide which is the best one.  Have students provide suggestions for how the other options could be improved.
• Online classes: Have students post their responses to a discussion board and provide feedback to one another.

Resource Mapping (Extended) #

Time needed: 20 – 30 minutes

Purpose: This activity helps students identify campus resources and match them to challenges they may encounter during college.

Instructions:

1. Before class, create a handout or find a webpage with links to the different support resources available to students.
   1. In class, introduce the idea that successful students don’t just attend class; they use multiple supports.
   1. Ask students brainstorm challenges they might face in college.
   1. Provide students with the resource mapping prompt (below).
   1. Have students identify 2 – 3 specific campus resources that could support them.
   1. Have small group or whole class discussion to help expand awareness of available supports.

Student prompt:

Part 1: Think about challenges

Take a minute to consider the following question: What are 2 – 3 challenges you might face this semester?

Examples might include: time management, difficult class material, not getting along with your roommate, mental health struggles and financial challenges

Part 2: Identify Resources

Explore the resources available to students (share your handout or link to a webpage with them) and for each challenge that you listed, identify at least one campus resource that could help you.

Examples might include:

• Tutoring and Learning Center
• Office hours
• Academic advising
• Counseling services
• Study groups

For each challenge, write down

• The resource.
• What it helps with.
• How you would access it (location, website, how to make appointments, etc.)

Part 3: Share and expand

Share your ideas with a partner or small group.  Then answer the questions below

• What resources did others identify that you didn’t think of?
• Which resources are you most likely to use?
• What barriers might prevent you from using resources when you need them?

Variations:

• Have groups create visual maps or diagrams, connecting different types of challenges to campus resources.
• Use a gallery walk where different groups of students each focus on one type of resource and teach others.
• Provide a pre-made list of campus resources and a list of common challenges that students face and have student match the resource to the challenge.

Adapt for your context:

• Large class: Use a shared document to collect responses.  Use different headers to group suggestions by challenge type.
• Online classes: have students complete and post their resource map in a discussion board and respond to one peer with a suggestion for an additional resource they could consult.

“Find a Resource” Assignment (Asynchronous) #

Time needed: 20 – 40 minutes (outside of class)

Purpose: This activity helps students move beyond awareness by actively exploring or engaging with a campus resource.

Instructions:

1. Introduce the assignment to students by emphasizing that successful students use resources early, not just when they are struggling.
   1. Provide students with a list of campus resources or share a webpage with them.
   1. Ask student to choose one resource to explore (in person or virtually).
   1. Have student complete a reflection prompt after their visit/exploration.

Student prompt:

Part 1: Choose and explore a resource

Select one campus resource that could support your success this semester.

Examples include:

• STEM drop-in tutoring
• Writing center
• Academic advising
• Counseling center
• Library reference desk
• Financial aid office

Engage with the resource in one of the following ways:

• Visit the office in person
• Attend a workshop or session they offer
• Explore the website and available services

Part 2: Reflect on your experience

In 1 – 2 paragraphs, respond to the questions below

• What resource did you choose and why?
• What did you learn about what this resource offers?
• How would you access this resource in the future?
• When might you realistically use this resource this semester?

Variations:

• Require students to schedule an appointment or attend a session instead of just exploring a website.
• Have students complete a short “proof of visit” by providing a photo, confirmation email, or sign-in.
• Use a discussion board where students can share their experiences and respond to each other. 

Adapt for your context:

• Large class: Keep the assignment low-stakes (completion-based grading) to encourage participation.
• Online classes: Provide links to virtual services and allow students to attend online workshops or explore digital tools.
• Early semester: Focus on awareness (exploration).
• Later semester: Require actual use (appointment/session).

Office Hours Visit & Reflection (Asynchronous) #

Time needed: Asynchronous (15–30 minutes outside class)

Purpose: This activity helps reduce barriers to help-seeking, which is an important skill that many students are hesitant to use.  This activity can be used as a follow-up to Help-Seeking Practice so students can apply what they learned in a real-world setting.

Instructions:

1. Talk briefly about what office hours are and why students should attend.  Frame using office hours as an expected behavior of successful students.
2. Require an office hour visit, followed by a brief reflection.
3. Keep grading low-stakes (completion-based).

Student prompt:

One of the most important skills that you will develop in college is knowing when and how to ask for help.  To help you build this important skill, you will:

1. Visit your instructor’s office hours.  During your visit, you might:
2. Ask a question about course content
3. Introduce yourself and share your goals
4. Ask for advice on studying for the course
5. After your visit, submit a short reflection:
6. What did you talk about?
7. What did you learn from the conversation?
8. How comfortable did you feel?

Variations:

• Have students create a short plan or script for the visit before they go.
• Allow students to go in pairs or small groups.
• Include an option for what to do if they can’t attend their instructors office hours such as sending a Canvas message or an email.

Adapt for your context:

• Large class: Allow student to do their visits in small groups (2–3 students)
• Online classes: Require attendance at virtual office hours

Fostering Purpose & Motivation #

Helping students make connections between their coursework and their goals/values is a powerful way to increase motivation.  Activities in this section help students explore their interest, values, and goals, and make connections with what is happening in the classroom.

Why Does This Matter? (Quick) #

Time needed: 5–10 minutes

Purpose: This activity helps students identify why a class concept or skill is useful or relevant beyond the classroom.

Instructions:

1. After introducing a course concept or topic, pause for a short writing/reflection activity using the prompt below.
2. Option: have students share responses in pairs.

Student prompt:

Think about the concept we just covered.

In 2–3 sentences, answer the questions below:

• Where might this idea apply in the real world?
• Why might it matter (to society, your field, or your own future)?

Variations:

• Ask students to make a connection to a current event.
• Provide students with some example applications and have them rank which they think is most relevant and explain why.
• Have students write a short response explaining why this concept matters to someone who thinks it’s irrelevant.

Adapt to your context:

• Large class: Have students get into small groups to answer the prompts.
• Online classes: Post the questions to a class discussion board and require peer replies.

Skill Spotting (Quick) #

Time needed: 5 – 10 minutes

Purpose: This activity help students recognize the skills they are building in the course, not just the content they are learning. 

Instructions:

1. After completing a course activity (lecture, discussion, problem-set, group work, etc.) pause for a brief reflection, using the prompt below.
   1. Follow up with small group or whole class discussion to reinforce connections between course activities and broader skills your students are developing.

Student prompt:

Think about what we just did in class.  What skills did you use or practice during this activity?

Examples might include:

• Problem-solving
• Communication
• Analyzing information
• Working with others
• Organizing ideas

Choose one of those skills and answer the question: how might this skill be useful outside of this course?

Variations:

• Have students complete the prompt as an exit ticket.
• Ask students to track skills over time and then have them reflect on which skills come up most often.
• Have pairs compare answers: “Did you identify the same skills?”

Adapt for your context:

• Large class: Use polling or a quick Canvas quiz.  Share 2–3 responses with the class.
• Online classes: Use chat for synchronous courses, or for discussions or short submissions in asynchronous classes.  If using a discussion, ask students to respond to one peer by naming an additional skill.

Discipline Pathways Exploration (Extended) #

Time needed: 20 – 30 minutes

Purpose: This activity helps students explore how the course connects to specific careers and fields.  It can help to increase motivation by showing students how what they are learning can be used beyond the classroom.

Instructions:

1. Introduce the activity by letting students know that it’s sometimes hard to see how a course connects to majors or careers and that the activity is meant to help them explore possibilities.
   1. Divide students into groups of 3 or 4.
   1. Assign each group a career, job role, or field connected to the discipline, or allow each group to choose from a provided list.
   1. Provide the student prompt below.
   1. Have groups share a brief summary of what they learned with the class.

Student prompt:

Part 1: Learn about the career/field

Your group will explore a career or field connected to this course.

Work together to answer the following questions

• What does someone in this job or field do (day-to-day tasks)?
• What kinds of problems do they solve?
• What knowledge or skills might they use (especially from this course)?
• What majors, degrees, or training are typically required?

You can use your own knowledge or do a quick Google search.

The example below shows the level of detail you should be aiming for

Project Manager

• Daily work: Organize projects, coordinate teams, manage deadlines, and track progress
• Problems they solve: Ensuring projects stay on time, within budget, and meet goals
• Course connection: Planning, problem-solving, teamwork, and communication skills developed through assignments and group work
• Education: Degree varies (business, communication, or field-specific); often includes certifications

Part 2: Make Connections

As a group, discuss:

• How does this course connect to this career or field?
• What skills from this course (problem-solving, communication, data analysis, teamwork, etc.) do they use?

Part 3: Share with the class

Be prepared to briefly share

• The career/field you explored
• One interesting thing you learned
• One way this course connects to that career/field

Examples for instructors:

Here are some examples of the kinds of careers/fields you might provide students in a few different majors

• Biology course: nurse, environmental scientist, lab technician, public health worker
• Business course: marketing specialist, financial analyst, entrepreneur
• General education course: teacher, policy analyst, non-profit coordinator

Variations:

• Give all groups the same career and compare what they come up with.
• Give each group a different career and build a class-wide list.
• Provide short career descriptions or links to job postings to reduce research time.

Adapt for your context:

• Large class: Assign careers/fields ahead of time.  Use a shared document for collecting responses and only ask a few groups do an oral share out at the end.
• Online classes: Use breakout groups or discussion boards.

Values & Goals Activity (Extended) #

Time needed: 20-30 minutes

Purpose: This activity helps students reflect on how their personal motivations, goals and values connect to the course. 

Instructions:

1. Explain that students take your course for many reasons (major/gen ed requirement, personal interests, career goals) and that understanding why they are taking a course can help them stay motivated.
   1. Ask students to reflect individually using the student prompt below.
   1. Depending on time and comfort level, have students share in pairs or small groups.
   1. Close by explaining that students’ motivations may differ, but understanding why you’re taking a course is important.

Student prompt:

Part 1: Why are you taking this course?

Take a few minutes to reflect honestly on the question: Why are you taking this course?

Your answer might include:

• It’s required for your major
• It fulfills a general education requirement
• It connects to your career goals
• It’s a topic you’re interested in
• It’s a topic you don’t know anything about but want to explore

Part 2: Connect to your goals and values

Next, think a bit deeper:

• What are your current goals (for this semester, academic year, or for college)?
• What matters to you (e.g., helping others, financial stability, creativity, making an impact)?
• How might this course connect (even in a small way) to those goals or values?

Part 3: Looking ahead

Complete this sentence: This course might be useful for me because….

Try to list at least one specific way this course could support your goals, interests, or development.

Variations:

• Provide a list of common values (e.g., helping others, solving problems, creativity, stability) to help student articulate their own.
• Ask students to use their responses to write a brief motivation statement that they can revisit later in the semester.

Adapt for your context:

• Large class: Use a Microsoft form or polling to help show patterns.
• Online classes: Have students submit as a short assignment or discussion board.

What Will Help Me Succeed in This Course? (Asynchronous) #

Time needed: 10 – 20 minutes (outside of class)

Purpose: This activity helps students set goals for the course and think about how their habits and behaviors impact their success.

Instructions:

1. Briefly talk to your class about the idea that success is not just about ability; it’s about habits, strategies, and choices.
   1. Assign the student prompt below to be completed outside of class.

Student prompt:

Part 1: Define success

Answer the question below

What would success in this course look like to you?

This might include:

• Earning a specific grade.
• Understanding key concepts.
• Improving on a specific skill (writing, problem-solving, etc.)

Part 2: Identify what it takes

What are 2 -3 things you think you need to do to reach your goal?  Examples might include:

• Attending class regularly
• Practicing problems or reviewing notes
• Asking questions or seeking help (office hours, tutoring, etc.)
• Managing time effectively

Part 3: Make a plan

What is one specific thing you’ll do in the next week to support your success in this course?  Try to be as specific as possible.

Variations:

• Add in another part where you check in to see if students followed through.
• Revisit the assignment in class with a short discussion. Have students compare strategies and make note of things they hadn’t thought of.
• Connect to other assignments, like exam wrappers, later in the semester.

Adapt for your context:

• Large class: Assign as a canvas quiz or Microsoft form and share out which strategies are most cited by students.

Where Do I See This? (Asynchronous) #

Time needed: 10 – 20 minutes (asynchronous; can be done more than once)

Purpose: This activity helps students notice examples of course topics and content in their everyday lives and make connections between classroom learning and their real-world experiences.

Instructions:

1. Introduce the assignment by telling students that concepts from your course often show up in their everyday lives, but they’re easy to miss if you’re not intentionally looking for them.
   1. Assign the student prompt below as an out-of-class assignment.
   1. Consider repeating the activity later on or following up with a brief in-class discussion of their answers.

Student prompt:

Part 1: Identify a real-world example

Think about the last week.  Where have you seen, heard about, or experienced something that connects to this course?

This could include

• News or social media
• A job or internship
• Another class
• A personal experience

Part 2: Make the connection

Describe your example and explain:

• What happened?
• What concept, idea, or skill from this course does it connect to?

Part 3: Reflect

How does this example change, or reinforce, how you think about this course?

Variations:

• Turn this into a recurring (weekly or bi-weekly) assignment.
• Ask students to bring in examples for discussion.
• Allow photo or screen shots as part of their submission.

 Adapt for your context:

• Large class: Have students submit as a short Canvas assignment and then share 2–3 anonymized examples in class
• Online classes: Use a discussion board where students post and respond.  Require one reply focused on the question: What connection did you find interesting or hadn’t considered?

Encouraging Reflection & Growth #

Reflection is a powerful tool for supporting learning and personal development.  Activities in this section provide opportunities for students to think about their experiences, challenges, and successes.  Engaging in reflection allows students to develop self-awareness and identify areas of progress and opportunities for growth

Muddiest Point (Quick) #

Time needed: 5 – 10 minutes

Purpose: This activity helps students reflect on their learning by identifying what is confusing or still unclear.

Instructions:

1. Give students the prompt below.
   1. Collect responses (anonymously, if possible).
   1. Address common themes in the next class, using a follow-up email, or in a future review session.

Student prompt:

Take a few minutes to think about the material that we have recently covered.

Write down at least one thing that is still confusing, unclear, or difficult for you right now.

Try to be as specific as possible.  Examples could include:

• A concept you don’t fully understand.
• A step in a process that is confusing.
• A question you have.

Variations:

• Ask students to identify the one thing that is most confusing, rather than listing multiple.
• Ask a follow-up question, like “What have you tried so far to understand this?”
• Pair this with the One Thing I Now Know activity to help students identify both areas of challenge and areas of growth.

Adapt for your context:

• Large class: Collect responses in a Microsoft form, Canvas quiz, or shared document and look for patterns to reply to.
• Online classes: Use a Canvas quiz, Microsoft form, or discussion and respond with a summary announcement or short video.

One Thing I Now Know (Quick) #

Time needed: 5 – 10 minutes

Purpose: This activity helps students reflect on their growth and learning.  It can help reinforce that learning takes time, provide motivation when things get challenging, and build confidence as students reflect on progress.

Instructions:

1. Share the student prompt below and give students a few minutes to respond.
   1. If desired, ask student to share responses in pairs or share with the whole class.

Student prompt:

Take a moment to reflect on and answer the following prompt: What is one thing you understand now that you didn’t understand before?

This could be:

• A concept that is clearer
• A skill you feel more confident in
• A question you can now answer

Variations:

• Pair this with the Muddiest Point activity to create a reflection that addresses both areas of growth and areas of challenge.
• Use as an exit ticket at the end of class.

Adapt for your context:

• Large class: Collect responses via polling, a Microsoft form, or a shared document.  Share a few anonymized examples or look for and share themes with the class.
• Online classes: Use a short discussion or Canvas quiz.

Learning Reflection Workshop (Extended) #

Time needed: 20 – 30 minutes

Purpose: This activity helps students identify and analyze evidence of their learning across a module or unit.  As part of their analysis they will identify patterns in their progress, challenges they are encountering, and study strategies they will continue or try. 

Instructions:

1. Have a brief class discussion about the idea that learning is a process and that reflecting on your learning helps you improve.
   1. Have students get out their material from the unit (notes, assignments, etc.)
   1. Provide the student prompt below.
   1. Have students work on the prompt independently, then share in pairs or small groups.
   1. Close with a discussion of the importance of noticing growth and identifying challenges as part of being a successful student.

Student prompt:

Part 1: Look back at your work

Review your work from this unit (notes, assignments, quizzes, feedback, etc.).

What are 2 – 3 things we worked on or learned during this unit?

Part 2: Identify growth

What is one thing you understand better now than at the beginning of the unit?

What helped you make that progress? Examples might include:

• Practice
• Feedback
• Group work
• Asking questions
• Reviewing notes

Part 3: Identifying challenges

What is one thing that is still challenging or unclear? 

What have you tried so far to understand it?

Part 4: Plan next steps

Based on this reflection, what is one specific thing you will do differently or continue doing in the next unit?

Examples might include:

• starting assignments earlier
• attending office hours
• reviewing feedback more carefully.

Variations:

• Use this as a mid-unit or end-of-unit checkpoint to help get them ready for an upcoming summative assessment.
• Pair with an exam or assignment wrapper
• Ask students to complete Parts 1–3 individually, then Part 4 in groups

Adapt for your context:

• Large class: Use a structured worksheet or Canvas assignment.  Skim responses and look for common themes to address in the next class.
• Online classes: Have student submit as a short, written assignment or discussion post. 

What Counts as Learning? (Extended) #

Time needed: 20 – 30 minutes

Purpose: This activity helps students reflect on their beliefs about learning and recognize that learning often involves confusion, practice, revision, and effort.

Instructions:

1. Share the discussion prompt below with your students. Ask them to reflect individually.
   1. Have student get into pairs or small groups and share their answers.
   1. Ask people to share what their group talked about and note themes.
   1. Tie this back to learning in your course.

Student prompt:

Part 1: Individual reflection

Take a moment to answer the following question: When you think about learning, what does that usually mean to you?

Examples might include:

• Getting the right answer
• Earning a good grade
• Understanding something clearly
• Being able to explain material to someone else

Part 2: Reflect on your current experience

Think about your experience in this course so far.

Have there been moments when you were confused, but later understood something better?

Have there been times when effort or practice mattered more than getting it right immediately?

Part 3:

Based on your experience so far, how would you define learning now?

When you are done, you will get into pairs or small groups and discuss:

• What definitions of learning were similar?
• What ideas were different or surprising?

Be ready to share one takeaway with the class.

Variations:

• Give students a set of statements such as “Good students understand things right away” or “If I’m confused, I’m not learning” and ask them to discuss whether they agree.
• Ask students to create a timeline of learning a skill they are already good at (sports, music, gaming, cooking, etc.) and identify moments of struggle and growth.
• Have students draw a visual representation of learning and explain their drawing to a partner.

Adapt for your context:

• Large class: Use polling for Part 1, then small discussion groups for Parts 2–3
• Online classes: Use breakout rooms or small discussion boards.

Weekly Learning Reflection (Asynchronous) #

Time needed: 5 minutes weekly (async or end of class)

Purpose:

This activity encourages students to regularly monitor their learning progress by identifying areas of growth, questions that remain, and next steps they can take. 

Instructions

1. Assign as a recurring short task (weekly or biweekly) that asks students to reflect on their learning for the week.
2. Keep grading minimal (pass/fail or does not meet/meets/exceeds expectations)
3. Skim assignments for patterns.

Student prompt

Take 3–5 minutes to reflect on this week:

• What is one thing you learned or understood better this week?
• What is still confusing or challenging?
• What is one thing you will do next week to improve your learning?

Variations:

• Use a recurring weekly reflection, rather than as a one-time activity.
• Do multiple times and have students revisit their previous responses to identify patterns in their learning.
• Have students set SMART goals that they revisit the following week.

Adapt for your context:

• Large class: Use a Canvas survey or Microsoft form to collect responses.  Share a summary with the class.
• Small class: Incorporate occasional whole-class discussion of themes

Learning Portfolio (Asynchronous) #

Time needed: 20 – 30 minutes (asynchronous)

Purpose: This activity helps students reflect on their learning over time and helps them look beyond grades on individual assignments or exams and focus on progress and effort.

Instructions:

1. Ask students to choose 2 – 3 artifacts from the course that reflect their learning progress.
   1. Provide the students with the prompt below.
   1. Have students submit their portfolio as a Canvas assignment.

Student prompt:

Part 1: Select your artifacts

Choose 2 – 3 items (assignments, papers, quizzes, etc.) from this course that show your learning or effort.  This might include

• An early assignment and a later assignment.
• A quiz or exam that you did well on.
• Notes, paper drafts, or practice problems you’ve worked on
• A reflection or discussion post

Upload a copy of each artifact.

Part 2: Reflection

For each artifact, briefly answer the questions below:

• What does this artifact show about your learning?
• What did you do to complete or improve your work?

Part 3: Review your portfolio

Look at your portfolio as a whole and answer the questions below:

• What is one way your understanding of the material or skills has grown?
• What is one area you are still working to improve?
• What is one study strategy you want to try next?

Variations:

• Have students choose one artifact they struggled with and one that went well and reflect on the differences.
• Use this as a mid-semester check-in instead of an end-of-term activity
• Pair with a brief in-class discussion or follow-up reflection

Adapt for your context:

• Large class:Use a clear template or structured Canvas assignment and grade for completion using a simple rubric.

Navigating Technology #

Technology plays a key role in navigating the college experience, from accessing course materials and completing assignments to communicating with instructors and classmates.  Activities in this section support students in assessing and developing the technology skills to be successful.

Tech Confidence Check (Quick) #

Time needed: 5 – 10 minutes

Purpose: This activity helps students reflect on their comfort level using different course technologies and identifies areas where they may need support.

Instructions:

1. Have a short discussion of the different technologies that you use in your course and let students know that they will have a range of experiences with these tools.
   1. Ask students to complete a short self-assessment (see prompt below).  Customize the list of tasks to fit your course context.
   1. Collect responses (anonymously, if possible)
   1. Review results to identify areas where students may need support.
   1. Respond to patterns in a follow-up class period, email, video, etc.

Student prompt:

Take a moment to review the different technology-related tasks below and rate your confidence with them

1. Finding course materials in Canvas
   1. I can do this and teach others how to do it
   1. I can do this independently without any help
   1. I can do this if someone shows me an example or gives me instructions
   1. I cannot do this
   1. I don’t know what this task/tool is
2. Submitting assignments in Canvas
   1. I can do this and teach others how to do it
   1. I can do this independently without any help
   1. I can do this if someone shows me an example or gives me instructions
   1. I cannot do this
   1. I don’t know what this task/tool is
3. Accessing grades in Canvas
   1. I can do this and teach others how to do it
   1. I can do this independently without any help
   1. I can do this if someone shows me an example or gives me instructions
   1. I cannot do this
   1. I don’t know what this task/tool is
4. Accessing feedback in Canvas
   1. I can do this and teach others how to do it
   1. I can do this independently without any help
   1. I can do this if someone shows me an example or gives me instructions
   1. I cannot do this
   1. I don’t know what this task/tool is
5. Printing files to campus printers
   1. I can do this and teach others how to do it
   1. I can do this independently without any help
   1. I can do this if someone shows me an example or gives me instructions
   1. I cannot do this
   1. I don’t know what this task/tool is
6. Using Excel (using formulas, making graphs, etc.)
   1. I can do this and teach others how to do it
   1. I can do this independently without any help
   1. I can do this if someone shows me an example or gives me instructions
   1. I cannot do this
   1. I don’t know what this task/tool is
7. Joining a Zoom meeting
   1. I can do this and teach others how to do it
   1. I can do this independently without any help
   1. I can do this if someone shows me an example or gives me instructions
   1. I cannot do this
   1. I don’t know what this task/tool is
8. Using Microsoft Word (formatting, saving files, etc.)
   1. I can do this and teach others how to do it
   1. I can do this independently without any help
   1. I can do this if someone shows me an example or gives me instructions
   1. I cannot do this
   1. I don’t know what this task/tool is
9. What is one tool or task you feel confident using?
10. What is one tool or task you feel unsure about or would like help with?

Variations:

• Instead of using this activity once and covering all tools/tasks, ask a few targeted questions before different tools/tasks are introduced for the first time.
• Have students pair up and share one their areas of strength and one of their areas of uncertainty.

Adapt for your context:

• Large class: Use Microsoft Forms or a Canvas quiz to collect responses.
• Online classes: Use a short Canvas quiz and follow up with an email or Canvas announcement.

Submitting Work Successfully (Quick) #

Time needed: 5 – 10 minutes

Purpose: This activity provides guided practice in submitting Canvas assignments and confirming submissions.

Instructions:

1. Explain that making sure they can successfully submit assignments to Canvas is an important skill, and one that you’re going to practice together.
   1. Create a practice assignment in Canvas (graded or ungraded).
   1. Ask students to upload a simple file, like a document with their name in it, or a short response to a prompt.
   1. Guide students through the submission process by doing a live walk-through.
   1. Ask students to confirm that the correct file was successfully uploaded.
   1. Consider discussing common mistakes such as uploading blank documents, uploading but not submitting, etc.

Student prompt:

Part 1: Submit a Practice File

Submit a short document, for example, a Word file with your name in it, to this assignment.

Part 2: Confirm Your Submission

After submitting:

• Do you see confirmation that your assignment was submitted?
• Can you open and view the file you submitted?

Part 3: Common Errors

It’s not uncommon for students to accidentally submit the wrong file, or a blank file.  How could prevent this from happening to you?

Variations:

• Require a specific file format (e.g., Word or PDF) and have student try uploading the wrong file type.  Have them make a note of the error message they see.
• Add another step where students resubmit or update a file.
• Assign Peer Review and combine this assignment with one where you walk them through how to see if they have Peer Reviews to complete and how to do them.

Adapt for your context:

• Large class: Demonstrate submission, then ask the students to submit a file as described above.  Follow up with a quick poll to see who was able to submit successfully.  Have peers help those who need it.
• Online classes: Provide a short video walkthrough of how to submit a file or link to a “how to” from the Canvas help resources.  Ask students to leave a comment on the assignment with any issues they encountered.

Practice Using Canvas Peer Review (Extended) #

Time needed: 20 – 30 minutes

Purpose: This activity helps students practice giving and receiving peer review feedback in Canvas.  This activity is about learning how to use the Canvas tools, not learning how to give good feedback

Instructions:

1. Explain to students that in this course you will be using peer review because it can help students better understand expectations, improve their own work, and improve learning.
   1. Set up a Canvas peer review assignment.  Have them upload a sample assignment that you provide.
   1. Show the how-to video on the How do I know if I have a peer review assignment to complete? webpage from the Canvas support page, or share a link to the page, which also has step-by-step instructions written out.
   1. Ask students to complete a guided peer review using the prompt below.  Have them watch the video or share the steps from the How do I submit a peer review to an assignment? webpage.
   1. After reviewing, have students locate and read feedback on their own submission.  Use the video or instructions on the Where can I find my peers’ feedback for peer reviewed assignments? page, as needed.
   1. Have a brief discussion of how students should use feedback in your course.

Student prompt:

Part 1: Complete your peer review.

Open your peer review assignment in Canvas.  Review the instructions for submitting your peer review.

1. Create the following annotated feedback.
   1. Highlight one sentence and add this comment “This section is clear and easy to understand.”
   1. Add the following comment in another location: “This part could use more detail or an example.”
2. Complete the rubric.
3. Add the following assignment comment. “Great job with this assignment.  Keep up the good work!”

Part 2: Locate your feedback.

When everyone is done with Part 1, complete the steps below:

1. Access the peer review on your submitted document.
2. Find both annotated comments, your rubric score, and the assignment comment your reviewer left for you. 

Part 3: Reflect

Take a moment to answer the questions below:

• How comfortable do you feel using Canvas to add and view feedback?
• What questions do you still have about using these tools?

Variations:

• Use this with a real assignment.  Embed links with the instructions for how to find and submit peer review assignments as well as how to locate their feedback in the Canvas description of the assignment.
• Provide a checklist asking them to find and comment on certain things (e.g., find the sentence with the grammatical error and suggest an edit; find the sentence that has a factual error and add a comment pointing the error out).

Adapt for your context:

• Online classes: Create a Canvas assignment with the step-by-step process and provide links to the Canvas webpages as needed to guide their work.

Making Sense of Digital Feedback (Extended) #

Time needed: 15 – 20 minutes

Purpose: This activity helps student learn to locate, interpret, and use feedback provided in Canvas.

Instructions:

1. Grade an assignment that students have submitted to Canvas, and leave feedback in a variety of forms (annotations on the document, use a rubric, add an assignment comment, etc.).
   1. In class, after the assignment is graded, have a class discussion where you explain that using feedback is an essential part of the learning process and that feedback in Canvas can appear in a variety of places.
   1. Have students find and interpret your feedback using the prompt below.
   1. End with a conversation about where they can find feedback and what your expectations are for how they should use feedback in your class.

Student prompt:

Part 1: Find your feedback.

Review the instructions on how to view assignment comments from your instructor.

Be sure to view the annotated comments I left you, as well as the assignment comment.

Then be sure to look at the rubric to see if I left you any comments there.

Part 2: Interpret the feedback.

Choose at least one piece of feedback and respond to the questions below:

• What is this comment telling you about your work?
• What would you need to do to improve based on this feedback?

Part 3: Reflect

• How easy or difficult was it for you to find your feedback in Canvas?
• What will you do in the future to make sure you review feedback on your assignments?

Variations:

• Focus only on accessing comments or on accessing the rubric, but not both.
• Ask students to identify which feedback they feel will be the easiest for them to act on.
• Have students pair up, share one piece of feedback they received, and discuss how they can act on it.

Adapt for your context:

• Online classes: Use a Canvas assignment or discussion board to collect responses to the reflection questions. 

Canvas Scavenger Hunt (Asynchronous) #

Time needed: 10 – 20 minutes (asynchronous)

Purpose: This activity helps students become familiar with the structure and organization of your Canvas course and locate important information and tools.

Instructions:

1. Introduce this activity as a way to help students get comfortable navigating the course Canvas site.
   1. Provide students with the scavenger hunt prompt below.  Tailor the prompt to your Canvas course.
   1. Ask student to complete the activity independently in Canvas.
   1. Consider reviewing common challenges or questions in a follow-up during your next class or as an email/announcement.

Student prompt:

Part 1: Explore the Canvas site

Locate the following in Canvas.  For each item, write where you found it (e.g., Start Here module -> Meet your instructor page)

• Where can you find the syllabus?
• Where can you find the lecture slides for each week?
• Do I post review materials for the weekly quizzes?  If so, where is it?
• Where can you find my office hours?
• Where will you submit your weekly homework?

Part 2:

• What item was the easiest to find?
• Which items were hard to find?
• What questions do you have about navigating our Canvas course?

Variations:

• Ask students to submit screenshots of different Canvas content when they find it.
• Turn it into a Canvas quiz.
• Have students watch an instructor walk-through video and answer questions rather than search Canvas themselves.

Adapt for your context:

• Online classes: Use as one of the first assignments of the semester.  Post a short follow-up video addressing any concerns or issues.

Technology Self-Check and Help Plan (Asynchronous) #

Time needed: 10 – 15 minutes (asynchronous)

Purpose: This activity asks students to reflect on their experience using course technologies, identify areas where they may need help, and identify support resources they can go to if they need help.

Instructions:

1. Introduce the activity by discussing the idea that students often have different levels of experience with course technologies, and it’s normal to need help.
   1. Give students the prompt below.  Tailor the prompt to your class context.
   1. Ask students to submit their responses as a short assignment or discussion post.
   1. Review responses to identify common needs and follow up with support resources as needed.

Student prompt:

In this course we will use a variety of different technology tools.  Consider the technology tools below:

• Canvas
• Microsoft Word
• Microsoft Excel
• Zoom

Which of these have you used before? 

Which do you feel comfortable using?

What is one specific tool or task you would like to feel more confident in using?

If you have trouble using course technology where could you get help?

Examples might include:

• Office hours
• TLC Tech Essentials
• Online guides or videos

What is one step you will take if you run into challenges with technology in this course?

Variations:

• Provide students with links to help resources like the Canvas student training or TLC Tech Essentials program.
• Turn this activity into a classroom discussion so students can crowd source support resources.
• Include a list of common technology tasks (e.g., uploading files, making graphs, accessing feedback).

Adapt for your context:

• Online classes: use a discussion board and encourage students to share tips or resources.
• Large class: Collect responses in a Canvas quiz and make an FAQ document with support resources to share with the class.