What Would You Do?

Suppose you have been hired as a wellness specialist by a mid-sized company. Despite the work site’s clean exterior and neat appearance, your environmental assessment reveals that the work environment is unhealthy due to wide-scale smoking, vending machines filled with junk food, and cramped work areas. Your supervisor asks you to recommend specific changes to improve the work environment. What Would You Do?

In the classroom I like to use What Would You Do? (WWYD) activities, like the above example. These are activities that focus on a particular situation the student will likely face in his / her professional career. When implementing the WWYD activities you can use a variety of tactics:

  • Structure some portion of the weekly instruction or out-of-class assignment around a particular WWYD exercise.
  • Use a WWYD exercise as an end-of-the-chapter platform for individual students or teams to use for in-class or online discussions, presentations, debates, and so forth.
  • Use a WWYD exercise (or an adaptation) as a possible exam question.
  • Consider having students critique the relevance or applicability of a particular WWYD scenario in various professional settings (i.e. industry, size, locations).

Perhaps you have other options that you’d like to explore in using the WWYD exercise. Whatever they might be, I encourage you to use your imagination to get the most from each WWYD exercise.

Breaking the Ice – Warm up Student Engagement from the Start

You’ve developed your syllabus, printed your class roster, and set up Blackboard for your course this semester.  You feel ready to roll.  But have you thought about the benefits of an icebreaker activity on the first day of class?

Think about the fact that a group of strangers, with the capacity to affect one another’s wellbeing, will be spending a great deal of time together in the course, and likely the program, over the coming weeks and months.  Icebreaker activities are get-to-know-you activities that offer an opportunity for students to positively engage with one another right from the start of the course.

Many positives from an initial icebreaker activity will benefit students and the instructor for the duration of the semester:

  • Comfort – Icebreaker activities enable students to let down their guard, move past any initial apprehension, and arrive at a comfortable state for learning.
  • Rapport – Students will feel that their instructor cares enough to get to know them; that they are more than a Student ID number in a classroom seat.
  • Camaraderie – Students interact positively with their classmates, and this connection with classmates will serve them well in the form of future study groups, projects, and activities throughout the semester.

Google icebreaker activities for college students, and you will find many options that are easy to implement at the start of your next course.  Doing the right things first and the first things right with a relationship-fostering icebreaker activity will set the stage for positive student engagement throughout the semester and likely even the program.

Discussion Board “Live”

Yes, I have been that student in an online class. I looked at the syllabus, entered the due dates for the assessments, exams, and discussion board. I placed the majority of my time in the assessments and exams because I saw the value there. I had control of that data. However, the discussion boards were another matter completely. I didn’t necessarily see the value of them. I would read the prompts, feel uninspired, complete my initial entry, and post my two replies. I rarely went above and beyond that. Honestly, though, that isn’t me. In classes, I enjoy contributing to discussion. I enjoy reading the materials before class and engaging with my peers, getting to the deeper level of the text. Yes, I am one of those students in a face-to-face class. I have noticed this trend while teaching online, too. I have had some students be very interactive in f2f setting, and then, it seems like they hibernate in my online classes. What is happening? Why do students, like myself, who love to engage with peers lose that contact in an online format? My goal has been to identify the cause of this phenomenon and come up with a solution. Granted, I haven’t arrived at the perfect answer and some students still do not participate actively; however, over the last few semesters of online teaching, I am seeing more developed, reflective entries along with more thoughtful replies.

The first part I decided to tackle was helping students see the value of online discussions. When it comes down to talking, most people feel comfortable writing/talking about what they know, AND what do they know better than themselves? Nothing. My thought, then, was to get students to start talking about themselves in the first entry when they introduce themselves to the class. However, they have to introduce themselves in a deeper manner than what the census bureau collects every ten year. Yes, they still include that data; however, they also now need to include information about their most and least successful learning experience, and then they have to reflect on the differences between these experiences (very OnCourse-ish, I know (and love it)). WOW!!! The success of this first entry reflect not one, not two, not three, but FOUR well developed paragraph for an INITIAL journal entry. Then, the replies are just as engaged as the initial posts. Comments regarding I love/hate math just like you, or I love/hate English just like you, and then it ranges to the discussion about motivation, responsibility, value, and time management. These students seem to be engaging and taking an interest in each other. They begin to see the value the discussion. It is not uninspiring.

The interest and discussion is encouraging. However, it is a really tough act to follow. After all, I cannot have them just talk about themselves all semester; I have to get them to engage with the content of the course just like I do in a Face-to-Face format. When I am in front of the classroom, I play videos, hand out news articles, and assign students to specific topics. It gets them interactive and applies the textual concepts to their lives. The answer, then, is that I have to apply the same teaching method to the discussion boards. I need to make it “live.” Over the last few semesters, I have been integrating commercials, videos, and news articles into the discussion board prompts. I, then, include what textual concepts they should be covering in their initial post. They don’t have to cover/discuss each one, but it should be developed into 3-4 well-developed paragraphs (7-12 sentences). Then, they have to reply to someone who presents a new understanding to topic. The result??? AMAZING! They are engaged and talking. There are more than the two expected replies. It is inspiring.

What is the benefit of this engagement? Value and Inspiration for both the students and myself. After reading the discussions (Initial posts are due Fridays and replies are due Mondays), I am encouraged that online education is evolving, and I look forward to the future of how we can engage our students even more through creativity. I look at the prompts that have little interaction and know that I need to discard and advance them to today’s standards. In the end, whose fault is it that students don’t engage? Is it the students fault for not putting forth enough effort, or is it my fault for not providing a good writing prompt? I guess, I have to look at when I become engaged in a Discussion Board as a student. If it is an uninspiring writing prompt, my instructor is going to get an uninspiring entry. If it is an inspiring writing prompt, I am going to offer a thoughtful, interactive entry.