Engage Image List

Learn Together 

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a Canvas discussion board titled "W7 Discussion: Growth Mindset". It lists detailed instructions to choose between 10 prompts and then requires a three-part post: two prompt responses and one peer reply.
WRIT 3121 structures its discussions to prioritize depth over volume. By requiring students to address two distinct prompts and engage substantively with a peer, the instructor moves the conversation beyond simple replies, fostering a more collaborative classroom dialogue.

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A digital interface for a "Read document" activity. It shows a progress dashboard for document annotations, questions, and discussion threads involving multiple students.
WRIT 3121’s use of FeedbackFruits turns passive reading into active team collaboration by letting students co-construct assignments through shared digital annotations.

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a Canvas survey featuring questions that ask students to assess their group's work balance, evaluate their personal contribution as a team player, and identify areas for improvement in their presentations.
Regular pulse checks in PHIL 3601 give students a safe space to evaluate their group dynamics. By asking students to reflect on work balance and their personal contributions, instructors can catch collaboration issues early.

Check in Early and Often

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a video assignment in FeedbackFruits, showing interactive question cards placed at key points along the video playback timeline.
PHIL 3601 utilizes embedded question cards within FeedbackFruits video lectures. This forces active engagement, as students must pause and interact with content markers to confirm their understanding of the lecture.

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a "Week 15 Reflection" assignment in Canvas. The instructions indicate student will be asked the same 3 questions every week: 1) If we were to continue this topic for another week, what would you expect or want to learn next? 2) What connections can you make between this week’s material and that of previous weeks, or of other courses you have taken? 3) Does this week’s material change your thinking about other concepts you have learned before, or other aspects of your personal experience. These questions cr
PSY 2201 structures discussions to extend learning beyond that week. By asking student to reflect weekly on the content it encourages future curiosity for deeper dialogue in upcoming class meetings.

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a Canvas module in BIOL 4301 showing a series of questions from the "Knowledge Check" quizzes that are scheduled throughout the semester, emphasizing the consistency of the practice. Questions include: How would you assess your
BIOL 4301 implements a rhythm of regular, semester-long "Knowledge Check" quizzes that connect to the group work the students are regularly engaged in. By providing frequent, consistent opportunities for students to test their knowledge and share feedback, the instructor helps students identify gaps early and maintain steady progress throughout the course.

Be Clear About Success

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Writ 1301 Rubric and Checklist
WRIT 1301 integrates project checklists directly into its grading rubrics. This approach turns a static grading tool into a roadmap, allowing students to self-critique their progress against specific requirements. By clarifying expectations within the rubric itself, instructors eliminate guesswork and empower students to submit their work with greater confidence.

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A detailed rubric for a poster project displaying columns for "Item," "Content," "Expectations," and "Points." The content column acts as a checklist, outlining specific requirements like choosing a core question and finding new articles.
Embedding a detailed checklist directly within a grading rubric, like this example from WRIT 4301 for a poster project, helps students clearly understand expectations and self-critique their work before submission.