Quick Tips

Quick Tips

These articles showcase quick tips for improving teaching -- from pedagogical techniques to using technology effectively. For more information or how you might use them in your course, contact us.

Cultivating an inclusive classroom environment from day one

This tipsheet is the first of a series designed to provide simple, generally applicable, tips on specific topics to enhance the inclusiveness of your courses. This tipsheet addresses the syllabus, first day of class, and the first assignment.

Trauma-Informed Pedagogy Tips

Trauma-Informed Pedagogy requires having an awareness of our students’ past and present experiences and the effects of those experiences on students’ well-being and their ability to engage with the materials and learn. We must be able to recognize trauma in ourselves and our students. We need to be intentional to promote safe environments that cultivate connectedness, empowerment, and recovery.

Using analytics to gain insights into student engagement in flexible hybrid courses

In this article, we’ll look at the tools in Canvas, VidGrid, and Zoom that can give you some insights into student engagement and metrics. These may also be helpful in developing attendance and participation policies, but more importantly, they may help you identify disengaged students sooner than later.

Small Teaching Strategies

Small teaching strategies are little things that can have a big impact on learning. UNL faculty present a variety of techniques they use in 5-minute speed sessions at Teaching & Learning symposia.

Online Discussions Doctor: Remedies for 8 Ailments

This interactive presentation helps instructors diagnose and treat a variety of common ailments that frequently undermine online discussions.

Give Light Board a Try

The Learning and Emerging Technologies team designed and built a Light Board (formerly Learning Glass). This clear glass board uses LED lights and neon markers to make a face-to-face interactive presentation platform for faculty to use for recordings and in-class lectures

Using text expansion tools to enrich feedback

Feedback is essential to student learning. In this video, Brian Wilson, an instructional designer who also teaches online, demonstrates how he uses PhraseExpress to build a database of comments and references to support resources and then quickly inserts them with a few keystrokes.

Improving outreach and supporting data-driven decisions with Airtable

Airtable LogoThe Innovative Instructional Design (IID) team at the University of Nebraska-Lincoln provides faculty support for instruction in many forms: 

The challenge we face is gaining data-driven insight into the impact of our efforts, the needs and interests of our faculty, and how our work in changing over time.  To understand these areas, we need to move beyond faculty attendance counts at events and the number of courses supported in different modes.  It was a clear need for some sort of relational database. In fact, it seemed like a customer relationship management (CRM) database might be what we needed, but we were unable to locate a product that matched our needs, or what we knew of our needs, and that’s where Airtable has been fantastic.

HORT 212 Plant Mapping Project

Groups of students captured the coordinates of their designated plants and a tool called AwesomeTable was used to make this searchable plant database.

Using Grammarly to Improve Student Writing

The free version of the software will check for 150 common grammar and spelling errors. The premium version of the software includes checks for an additional 100 grammatical errors in addition to vocabulary and style suggestions. Grammary also provides explanations as to why writers should consider changes.

Mapping Learning Goals to Assessment Techniques Using the iTGI Tool

The Interactive Teaching Goals Inventory tool provides instructors with a valuable resource to align their learning goals with various assessment techniques. Developed using Angelo & Cross's (1993) paper-based inventory, the tool prompts instructors to rate learning goals on five levels from essential to teach and assess to not important to teach or assess.