Exciting

I had at least one professor who made me feel excited about learning

Excitement about learning can be transformative. Gallup found that students who had at least one professor who made them excited about learning were 1.5 times more likely to thrive in life after college. That excitement often starts with how a course is introduced, how students are invited into the material, and how curiosity is supported.

Here, you’ll find faculty-tested approaches to making learning engaging, meaningful, and personally relevant.

Make students excited to learn from the beginning

Practice
Description
Small
Large
Online
In person
Welcome Message and Welcome Video
 A welcome message and a brief (1-3-minute) video posted on the course LMS homepage or sent to students prior to the start of the semester introduces the course and sets a positive tone for the semester.

Example
✔
✔
✔
✔
Photo of instructor on course homepage
 A photo, especially of the instructor engaged in an activity they enjoy, allows students to view and connect with the instructor as a real person.

Example
✔
✔
✔
✔
Course introduction discussion
 Make a discussion post in which you encourage students to introduce themselves and interact with each other. Consider offering bonus/extra credit points to encourage creativity and engagement.

Example
✔
✔
✔
✔
Survey to students
 Administer a survey to students at the beginning of the semester to get their input on ways to make them excited about learning.

Example

 ✔ ✔ ✔ ✔

Practice Description Small Large Online In person
Class activity for students to get to know each other
 Mixer activity – students go around asking each other one question.

Example

 ✔ ✔ ✔
Class activity for students to get to know each other
 Mix & Mingle Bingo Game – this is a game where each participant has a “bingo card” filled with various statements or characteristics. The objective is to find individuals who match these statements and have them sign the corresponding squares. For smaller class sizes, the first person to complete a row, column, or diagonal yells “Bingo!” and wins the game. For larger class sizes, the first person to complete the entire card wins the game. ✔ ✔ ✔

Practice Description Small Large Online In person
Begin class with high energy 5-Minute Starts – This link provides 15 ideas on how to create an active learning atmosphere in a classroom within the first 5 minutes of class. ✔ ✔ ✔
Greet them at the door Greet them at the door so they know you see them and that their presence (and absence) matters. ✔ ✔ ✔
Take Roll Do a roll-call to learn students’ names and how to pronounce them correctly–so they know you value their presence and them as people. ✔ ✔
“Ice-Breaker” Engagement Activities Use short activities that get people talking, thinking, and comfortable with each other.

E.g., “Fish-bowl” questions chosen at random, such as “If you could go back in time, what would you change?” or “If you could, what animal would you shrink to miniature size?” or “What would be your ideal superpower?” OR
Form small groups and give them 5-minutes to choose their “top 5” concepts/terms from the assigned readings and then report out; lists are used as the foundation for class discussion OR anything that gets them competing with one another

 ✔ ✔ ✔

Incorporate strategies to keep the excitement going and students engaged during the course

Practice Description Small Large Online In person
Consider rotating or diversifying how students are grouped Encourage interaction beyond their usual circles by intentionally mixing group members. Use tools like LMS group assignments or templates to rotate members. Start with low-stakes, warm-up group sharing activities to build comfort and trust. ✔ ✔ ✔ ✔
Incorporate a variety of group assignments to promote collaboration, accountability, and deeper learning Group work assignment examples:

  • Campus Resources Scavenger Hunt – Have groups explore and present on campus resources to increase awareness and engagement.
  • Accountability Partners – Pair group members to support each other’s progress and keep one another on track.
  • Scaffolded Real-World Project – Guide students through a semester-long, real-world example, building their understanding step by step.
  • Think-Pair-Share Activities – Encourage collaboration by having students think individually, discuss with a partner, and share with the group.
  • Group Discussion Boards via LMS – Use discussion boards for collaborative analysis, problem-solving, and peer feedback
  • Collaborative Reading & Annotation – Use Perusall for group annotations and discussions on assigned readings.
  • VoiceThread Reflections – Allow students to share voice or video reflections to engage with course concepts.
 ✔ ✔ ✔ ✔

Practice Description Small Large Online In person
Utilize institutional resources to connect students with real-world experiences and enhance their learning

Examples include: service learning programs/opportunities, International Center, campus career center, tutoring, counseling, academic support, undergraduate research programs/opportunities, mentoring, etc.

Tips: Highlight key campus resources like tutoring, counseling, the International Center, Career Center, and research labs; encourage student engagement with global learning, professional development, internships, and job search resources; invite presenters for guest lectures; provide information on research opportunities and funding; and regularly share updates through course materials, announcements, or the LMS to keep students informed and connected.

 ✔ ✔ ✔ ✔

Practice Description Small Large Online In person
Connect course content with real-world contexts and applications Examples include: tours of campus (i.e., graduate programs, law schools), Alumni building, campus career center, field trips, off-campus visits, student competitions, etc.

Tips: Plan the tour in advance, schedule it during class with multiple options, document the date in the syllabus and calendar, offer an alternative assignment for absent students, and include a reflective task connecting the tour to course material.

 ✔ ✔

Practice Description Small Large Online In person
Foster professional insight and career readiness Examples include: establishing and managing an alumni board, organizing alumni panels for student Q&A and industry insights, hosting employer-led workshops on industry trends and essential skills, pairing students with alumni mentors for career guidance, co-op/internships for credit, college credit for work experience, and facilitating virtual networking events to connect students with alumni and employers from diverse locations, among others.

Tips: Contact alumni and local employers for support and participation, use university networks, career fairs, and faculty connections to find speakers and mentors, plan the event with clear goals and student engagement, promote through email, social media, and flyers, and consider funding from university, departmental, or organizational sources, as well as grants or shared resources, to cover expenses.

 ✔ ✔ ✔ ✔

Practice Description Small Large Online In person
Use personalized check-ins Send targeted messages via LMS or email to recognize achievements (kudos), support struggling students, and keep students engaged.

Example: Canvas Gradebook Messaging: use the “Message Students Who” feature to reach students based on performance, such as unsubmitted work, low scores, or outstanding achievements. Periodic progress report check-ins, midterm grade feedback, etc. can also provide an opportunity to let students know how they are performing.

 ✔ ✔ ✔ ✔
Offer interactive office hours Consider flexible formats like virtual Q&A sessions, mid-course check- ins, or themed discussion hours. Schedule a mix of in-person, virtual, and asynchronous office hours to accommodate different student needs and preferences. ✔ ✔ ✔ ✔
Use surveys or reflection assignments to assess engagement and make adjustments Conduct a mid-semester survey to gather student feedback, then share the results and discuss which changes can be implemented and which cannot, explaining the reasoning behind each. (The linked survey was designed to incorporate into a “Survey” within the Canvas Learning Management System.) ✔ ✔ ✔ ✔

Practice Description Small Large Online In person
Positive Feedback Add positive comments or verbally express to students when they submit good work or do well on an exam ✔ ✔ ✔ ✔
Rewards Offer opportunities for students to gain bonus points if they go above and beyond on an assignment or do extra work that helps reinforce the material they learn. ✔ ✔ ✔ ✔

Practice Description Small Large Online In person
Kahoot! Use Kahoot! to make interactive games for review session ✔ ✔ ✔ ✔
Connect Four PowerPoint template for a connect four review game ✔ ✔ ✔ ✔
Jeopardy PowerPoint template for a Jeopardy review game ✔ ✔ ✔ ✔

Make sure students are excited to continue learning

Practice Description Small Large Online In person
Exit Tickets Ask students to write down one key takeaway from the class or a question they still have before leaving. (face-to-face) ✔ ✔ ✔ ✔
Post-Lesson Reflections (PLR) The post-lesson reflection (PLR) is an opportunity for students to assess what they think they learned in the day’s lesson (face-to-face) or the end of the module (online).. The brief (~3-question) reflection will allow the instructor to identify aspects of the lesson that students enjoyed, related to, struggled with, and/or found unclear. It also provides an avenue for students to request additional help, instruction, practice, or support before moving on to the next lesson. ✔ ✔ ✔ ✔
Start/Stop/Continue Surveys This is a structured approach to providing and receiving feedback, focusing on what to continue doing, what to stop doing, and what to start doing. ✔ ✔ ✔ ✔

Practice Description Small Large Online In person
Key Resource Document with personalized takeaways from the course

Students can develop a structured document that includes personalized takeaways from a course. This is a tool for learners to consolidate knowledge and reflect on their learning journey. It can contain information such as but not limited to:

  • Course overview
  • Key concepts and definitions
  • Learning resources
  • Connecting concepts to real-world applications
  • Set future personal goals
 ✔ ✔ ✔ ✔
End-of-Course Awards/Badges End-of-course awards (face-to-face) or badges (online) can recognize various achievements and contributions, going beyond just academic excellence. Instructors can develop categories throughout the semester. Examples may include: Best Team Player, Most Enthusiastic Leader, Most Humorous, Best Questions, Most Creative, Most Helpful, Student’s Choice Award, etc. ✔ ✔ ✔ ✔
“Token” to take An “end-of-semester token” can be a small gift or item given to each student ✔ ✔ ✔ ✔
Simple Survey Example: What are two things you learned as a result of this course? ✔ ✔ ✔ ✔

 

 

Practice Description Small Large Online In person
Reflection or note to future self An end-of-semester reflection for college students should encourage them to examine their academic journey, identify areas of growth, and plan for future success. The “Note To Future Self” allows students to recollect their experiences, acknowledge both successes and challenges, and identify areas for improvement. This reflection can also help students connect their current academic journey to their long-term goals and aspirations. The flow may go as follows: 

  • Start with an introduction where students briefly summarize the semester and how it has shaped them. 
  • Address accomplishments to acknowledge successes
  • Offer themself advice by discussing the lessons learned and the advice one would give their younger self, considering their current perspective. 
  • Express hopes and dreams by outlining aspirations for the future and how they can be achieved 
  • Close with a positive message with optimism and encourage future self to continue pursuing their goals.
 ✔ ✔ ✔ ✔
Keep close ties with students after class has finished Let students know that they will be invited back for future courses as former student panelist, guest speaker, student instructor leader, peer mentor, learning assistants, jury panelist, etc. Linkedin could be a useful resource to keep track of former students. ✔ ✔ ✔ ✔