As a PhD student, research is my foundation. I integrate updated research into my lectures, so content is accurate and relevant each semester. However, just the word ‘research’ can be intimidating to undergraduate students. While my course is not a research methods class, I incorporate untimed reading quizzes on the articles that inform my lectures. Students have two quiz attempts which reduce the stress some may experience when reading research articles for the first time. They are only tested on the main takeaways, helping students to develop an understanding of research without feeling overwhelmed by details. This approach is meant to enhance their comprehension while building their confidence in reading research articles. Being able to critically evaluate information is a much-needed skill considering the prevalence of online misinformation.
Student involvement is crucial to academic success. Most of my students are in their first year of college and not yet involved on campus, so I promote engagement opportunities available on BullsConnect. Dozens of students have become involved with campus groups while taking my class. Using the USF Undergraduate Research Portal, I have connected students with research experiences across campus and helped them draft emails to Principal Investigators of labs they are interested in joining. I also utilize Canvas Announcements by posting updates and opportunities that are relevant to them like new majors added to the USF course catalog, opportunities to be research participants, and stress-management events like therapy dog campus visits.
I am also devoted to furthering my students’ professionalism. My flexible extension and attendance policies are designed to foster accountability and practical skills. My students receive assignment extensions for any reason provided they 1) ask 48 hours in advance and 2) write me a formal email. This gives students the opportunity to practice professional email communication, preparing them for scenarios where they may need to negotiate workplace deadlines. My attendance policy excuses students from class provided they email me 1 hour before class begins. Having clear expectations (e.g., 1 hour before) ensures only the students who plan ahead benefit from my flexible policies. Innovation in my classroom is also demonstrated by the way this information is communicated. I tell them verbally, note it in the syllabus, and outline this information on the ‘Frequently Asked Questions’ page. This user-friendly resource mirrors formats students are accustomed to seeing online, ensuring they can easily access essential course information.