The first weeks of the semester are a unique window to shape not only what students will learn, but how they will learn. In STEM courses, where concepts can be abstract, skill levels vary wildly, and technologies evolve quickly, intentional, evidence-based practices can help you set students up for long-term success.
Below are a few strategies with examples and tools you can implement immediately.
Design an Inclusive, Transparent Syllabus
Evidence base: Transparent teaching research (Winkelmes et al., 2016) shows that when students understand the purpose, tasks, and criteria for success, they perform better.
Implementation tips:
- Purpose statements: For every major assignment, include a short note on why it matters and how it connects to industry or future coursework.
Example: “This database schema project builds skills in relational modeling, which are directly relevant to backend software engineering interviews.” - Clear expectations: Break down grading policies, late work policies, and collaboration guidelines into plain language, avoiding overly technical or legalistic phrasing.
- Accessibility & flexibility: Link to tutoring labs, office hours, online learning resources, and note-taking tools. Indicate whether assignments can be resubmitted after feedback.
- Create a one-page “Quick Reference” sheet covering key policies (late work, collaboration, grading)
- Norm-setting: Add a “Community Norms” section that covers respectful code reviews, how to ask questions in class, and expectations for group work. In large classes, it’s vital to set expectations for respectful online discussions, effective use of the Q&A forum (e.g., checking if a question has already been asked), and guidelines for group work if applicable (e.g., conflict resolution strategies).
Establish Psychological Safety Early
Evidence base: Google’s Project Aristotle (2015) and Edmondson’s (1999) work on team learning show that psychological safety, where students feel safe to take intellectual risks, is essential for high performance.
Implementation tips:
- Low stakes start: In week one, run short, open-ended coding challenges that allow multiple solutions. Make it clear that mistakes are part of the process.
- Start with anonymous polls about programming experience to acknowledge the diversity of backgrounds in the room.
- Instructor vulnerability: Share a personal example of a bug or failed project you learned from. This normalizes challenges in programming. In a large lecture, you can briefly mention common misconceptions students often have with a new concept, and how to navigate them.
- Model Constructive Feedback: When providing feedback on early assignments (even low-stakes ones), focus on growth and learning. When addressing common errors in a large class, frame it as an opportunity for collective learning rather than pointing out individual mistakes.
- Multiple communication channels: Set up a Q&A platform (InScribe) where students can post questions anonymously.
Use Early Analytics for Intervention
Evidence base: Freeman et al. (2014) found that early course engagement strongly predicts later success, allowing for timely support.
Implementation tips:
- Student Engagement Roster (SER): https://ser.indiana.edu/faculty/index.html During the first week of class, consider explaining the SER to your students and tell them how you will be using it. If students are registered for your class and miss the first class, report them as non-attending in SER. It will allow outreach that can help clarify their situation. Here’s a sample text you could put into your syllabus:
This semester I will be using IU’s Student Engagement Roster to provide feedback on your performance in this course. Periodically throughout the semester, I will be entering information on factors such as your class attendance, participation, and success with coursework, among other things. This information will provide feedback on how you are doing in the course and offer you suggestions on how you might be able to improve your performance. You will be able to access this information by going to One.IU.edu and searching for the Student Engagement Roster (Faculty) tile. - Use Canvas Analytics:
-
- Identify struggling students. “Submissions” allows you to view if students submit assignments on-time, late, or not at all.
- See grades at a glance. “Grades” uses a box and whisker plot to show the distribution of grades in the course.
- See individual student data. “Student Analytics” shows page view, participations, assignments, and current score for every student in the course.
- Track early submissions: Note which students complete the first assignments or attend early labs
- Personal outreach: Email or meet with students who are slipping to connect them with tutoring, peer mentors, or study groups.
- Positive nudges: Celebrate early wins (e.g., “I noticed you submitted the optional challenge problem. Great initiative!”).
- Proactive Outreach (with TA Support): If you identify students who are struggling, send personalized emails offering support and directing them to available resources (e.g., tutoring, office hours with TAs). Consider delegating some of this outreach to TAs in large courses.
- Announcements Highlighting Resources: Regularly remind the entire class about available support resources, study strategies, and upcoming deadlines through announcements.
Key Implementation Strategies for Success
- Start Small and Build Don’t attempt to implement all strategies simultaneously. Choose 2-3 that align with your teaching style and course structure, then gradually incorporate additional elements.
- Leverage Your Teaching Team In large courses, TAs are essential partners. Invest time in training them on consistent feedback practices, student support strategies, and early intervention protocols.
- Iterate Based on Data Use student feedback, performance analytics, and your own observations to refine your approach throughout the semester. What works in one context may need adjustment in another.
- Maintain Connection at Scale Even in large courses, students need to feel seen and supported. Use technology strategically to maintain personal connection while managing the practical demands of scale.
Conclusion
By implementing these research-backed strategies, faculty can create learning environments where diverse students thrive, engagement remains high, and learning outcomes improve significantly.
The investment in implementing these practices pays dividends not only in student success but also in teaching satisfaction and course sustainability. As you prepare for the new semester, consider which strategies best align with your course goals and student population, then take the first step toward transforming your large enrollment course into a dynamic, supportive learning community.
Remember: even small changes, consistently applied, can create significant improvements in student learning and engagement. Start where you are, use what you have, and do what you can to create the best possible learning experience for your students.
References
- Winkelmes, M. A., Bernacki, M., Butler, J., Zochowski, M., Golanics, J., & Weavil, K. H. (2016). A teaching intervention that increases underserved college students’ success. Peer Review, 18(1/2), 31–36. Association of American Colleges and Universities.
- Edmondson, A. C. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383. https://doi.org/10.2307/2666999
- Google Inc. (2015). Project Aristotle: Understanding team effectiveness. Retrieved from https://rework.withgoogle.com/intl/en/guides/understanding-team-effectiveness
- Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
—
Leave a Reply