Quick Reference Guides
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➤ Additional Information on QRGs
All guides cover basic information about the topic, and are divided into three sections:
Overview and Introduction: This section answers basic WHAT questions about the topic as well as WHO might use and/or benefit from it.
Implementation and Timing: This section provides information on WHEN, WHERE, and HOW the strategy might be implemented.
Rationale and Research: This section explains WHY the strategy is beneficial and provides research and resources for future learning.
You can browse the guides by name (below) or sort them by tag/topic using the filter tool (to the left). Additional guidance on using the QRGs can be found in the Getting Started Quick Reference Guide.
Academic Integrity is the practice of being honest in the academic work faculty and students perform at ASU. This QRG includes pedagogical, technology-based, and community building solutions for you to build a strong academic integrity culture.
Active Learning is a term used to describe instructional methods that increase student involvement and engagement in the learning process. This QRG includes ideas for implementation, common faculty concerns and mistakes, and guidance on how to incorporate active learning in your specific class.
There are a variety of digital proctoring tools and methods, from web-conferencing to artificial intelligence proctor tools. This QRG includes key practices for successful implementation as well as recommendations on where and when to inform your students on your proctoring choice.
CATME is a web-based tool (available to all FSE instructors) that is designed to support peer evaluation, team and collaborative learning, and/or project-based activities. This QRG includes comprehensive directions on implementing CATME in your course, including requesting a CATME account, creating teams, and using peer evaluations.
Discussion Boards can be used to increase content comprehension, retention, and metacognitive skills in any type of course and provide students with social connection outside of the classroom setting. This QRG includes ideas for implementation and actionable strategies to create interesting discussion posts for your students.
The entrepreneurial mindset (EM) is a problem-solving approach that begins with curiosity about our changing world, connecting information from various resources to gain insight, and identifying unexpected opportunities to create value. This QRG includes actionable strategies for EM classroom activities, course learning objectives, and faculty mentorship.
Growth mindset is a way of thinking that can promote student success and learning by changing how students think about the learning process and their individual motivations and strategies. This QRG includes ideas for implementation and actionable methods to incorporate a growth mindset in your classes.
Flipped learning changes the way students engage by reversing the order of the traditional lecture and assignment components. Instructors provide learning materials ‘outside’ of class time, and then use the class time for hands-on activities. This QRG includes directions for planning, good practices to follow, and examples of classroom activities.
The tutoring centers are a free support service, staffed by trained students who have excelled in the same engineering classes they tutor. Multiple locations, including virtual tutoring, are available throughout the semester. This QRG includes general information on the centers along with ways that faculty can engage in their support services.
The Fulton Difference Programs build a culture that keeps students engaged with each other and faculty at a personal level. This QRG includes an overview of this group of programs, including undergraduate and graduate research programs, Fulton student organizations, community service projects, entrepreneurship opportunities, and career center resources for all Fulton students.
Gen Z learners have unique defining moments, attitudes, communication preferences, and values that can impact their learning and educational career. This QRG includes ideas for implementation and actionable Gen Z identified needs to incorporate in your classes.
Not sure where to start? Here is how to get started with our Quick-Reference Guides (QRGs).
Icebreakers are a low-risk, introductory activity designed to encourage students to become active members with the instructor as well as with one another. This QRG includes examples, implementation plans, and ideas for implementing in both in-person and online courses.
Course evaluations provide valuable feedback from students about the course materials, content, structure, and policies. This QRG overviews key ways to improve course evaluations, including strategies to increase student response rate and integrating informal student evaluation feedback throughout the year.
Metacognition is thinking about one’s thinking. Metacognitive activities can help engineering students navigate the engineering design process, identify and define problems, and evaluate the final solution. This QRG includes planning, monitoring, and assessing activities and assignment ideas to support the metacognitive process in your courses.
Muddiest Points is a low-impact method for gathering informal feedback from students on their own understanding of course content, then quickly addressing any conceptual issues that are exposed. This QRG includes steps to consider for successful implementation and suggested student question prompts.
Posing a question is an effective active learning strategy that can be used to re-engage students during a class session. This QRG includes ideas for successful implementation of this strategy and a range of sample questions to pose, including Socratic, probing, and real-world questions.
Think-Pair-Share is an active learning strategy where students think critically about a challenging concept, partner with another student to discuss, and then report out their ideas to the larger group/rest of the class. This QRG includes ideas for implementing this strategy and modifications for hybrid, online, and/or large courses.
UGTAs are successful engineering students that faculty may request to assist with active learning techniques in the classroom. This QRG includes guidelines of the program, qualifications of the students, and how faculty can request UGTAs for a course.