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Peer Review Feedback Guide With Guiding Questions

Peer Review Feedback Guide With Guiding Questions
San Francisco State University
Courtney Donovan an Instructor from San Francisco State provides an annotated bibliography assignment designed to help students gain research skills while working alongside a peer. The peer review guide is organized with guiding questions to assist students in providing feedback to a peer's assignment.

Role of Instructor Participation

Role of Instructor Participation
California State University, Northridge
Instructor Amber Norwood from CSUN, includes specific information in the syllabus about their role regarding participation in the course by including detailed Discussion Facilitation and Participation Guidelines.

Structured Group Discussions Providing Roleplaying & Choice

Structured Group Discussions Providing Roleplaying & Choice
California State University, Fresno
Ryan Ditchfield an Instructor at Fresno State creatively organizes group discussions providing students an opportunity to self-assign themselves to a group discussion topic that interest them in his "Eyewitness Identification-FTB 159T" class. In the group discussions they have the choice to pick a role - Researcher, Eyewitness, Defense Attorney, Police Officer, Suspect, and Timekeeper and throughout the semester the students will also be changing to a different group and also change their role. This example represents student choice and group roles in discussions.

Assignment using a Podcast followed by an Interactive Activity using Jamboard & Discussion

Assignment using a Podcast followed by an Interactive Activity using Jamboard & Discussion
California State University, Fresno
Aric Mine, an Instructor at Fresno State, uses an episode from Radiolab as a foundation for discussion in an introductory assignment in a climate change and environmental science class. It was formerly just a short answer response submission by individual students (file uploaded; screenshot of discussion prompt) which has now been expanded to include a discussion on Canvas that helps segway to the following week where water usage is introduced with a Jamboard (linked). This exercise engages students via three different means of communication and interaction. They listen to a podcast, reflect on their understanding and communicate that understanding in written form to the instructor and to their peers in an active discussion. They're also then subsequently engaged with a Jamboard that builds off this introductory activity, expanding the engagement tools used in this course.

Wellness Check Discussion

Wellness Check Discussion
California State University, Fresno
Kathaleen Valdez an Instructor from Fresno State uses a brief weekly discussion to help facilitate a line of communication between the student and the instructor by providing a way for students to check-in. The discussion encourages them to let the instructor know how they are doing in regards to the class or just life. It helps them know that there is someone else out there that has their back and is concerned about how they are doing and lets the instructor know if there is a need to contact the student for additional assistance. In addition, the discussion can be used as a way to monitor student participation.