- What behaviors or attributes make the difference between student success and student failure?
- What role does a student’s “wishful thinking” play in academic failures?
- What are the educational gaps students are most likely to bring with them to [VU]?
- Why does Gabriel argue that the syllabus must be a key component of a strategic approach to promoting student success?
- Which of the five principles listed on page 13 seems particularly useful to each of us right now?
- How and when should instructor goals be communicated to students?
- Does “consistent contact” mean that online courses are inappropriate for freshman students or students new to the University?
- Are “icebreakers” a useful part of our pedagogy?
- How do we use “participation points” in our classrooms—attendance–a student-generated question or comment, the one-minute paper, group work with observational protocol, etc.?
- How difficult is it to move away from the teacher-centered lecture to the type of student engagement Gabriel proposes in chapter 6?
- What does “thoughtful, intentional mixing of students” (p. 84) look like in the classroom? What sorts of grouping strategies can be helpful?
- How do we deal with RAD (Resistance, Avoidance, Denial) on the part of students when we aren’t aware what’s happening?
- What are some ways to assess prior knowledge without making it look like a test?
- How can a large lecture class become more student-centered?
- Considering the concept of “deep vs. shallow learning,” what strategies does Gabriel suggest to encourage students to engage in more profound learning?
- How does an instructor justify the amount of time consumed in formative assessment activities as opposed to lecturing and summative assessment?
- Why does Gabriel suggest that norm-referenced assessment is less equitable than criterion-referenced assessment?
- As instructors, do we regularly give enough assignments to create a balanced picture of student achievement? What does Gabriel envision as “fair and relevant” testing?
- To what extent have the principles of Universal Design of Instruction influenced instructors as well as institutions such as [VU]?
- What role does vocabulary development play in our classrooms?
- Do instructors typically have sufficient knowledge of campus resources that can support students? How do we educate ourselves in this area so that we can provide information to our students?
- Does plagiarism/cheating rear its ugly head in our classrooms? What do we do to promote academic honesty?
- How do we use rubrics in our courses? What is their particular value for unprepared students?
–Mary Riggs, CSU Northridge, April 2009