Student Success Initiative

Frequently Asked Questions about Teaching at LSU

 

Moodle (Learning Management System)

How do I request a course?
The majority of courses (courses being taught for credit) are automatically created so there is no need to request them. Email ftc@lsu.edu if you need a departmental course or a “Blueprint” course (Blueprint courses can be accessed at any time and students are never enrolled in them, allowing instructors to experiment with course design and structure without affecting an active teaching course. Once the content is finalized, instructors can create a backup of the blueprint course and either restore or import it into the teaching course to make it available to students.)

This is my first time using Moodle. Where can I get an introduction?
You can use the GROK Moodle Overview article and the FTC Faculty Resources web page.

Who do I ask for help with my moodle course (gradebook, assignments, etc.)?
Simply call 225-578-3375 option 2 or email ftc@lsu.edu for direct support with all such Moodle functionality.

How can I record a video that is accessible and load to Moodle?
Captioning is the primary accessibility concern pertaining to videos. Panopto will automatically caption uploaded videos. Also, once uploaded to Panopto, Moodle has a built-in Resource enabling you to link to those videos.

 

High Impact Practices and LSU Services

Who can I contact for information about adding community learning to my course?
LSU’s Center for Community Engagement, Learning, and Leadership (CCELL) offers faculty multiple forms of support for community-engaged teaching and research. The office also reviews applications for official designation of community learning courses (i.e. service-learning courses) that allow students to earn service-learning credit that is recorded on their transcripts. For more information, email them at ccell@lsu.edu. 

Where is the writing center? What helps can students get with writing?
Communication Across the Curriculum (CxC) offers writing tutoring and mentoring. This can be accomplished in person via walk-in or scheduled appointment, via online appointment, or asynchronously. Students have access to self-guided resources, as well. Student Writing Mentors are available for all students in all disciplines. 

Is there tutoring available for students?
LSU’s Student Support Services offers tutoring for a variety of courses. The Center for Academic Success (CAS) also offers tutoring services. Individual schools/departments may also offer tutoring for more specific courses within those areas. See specific area website for more information. 

How do I get my exam proctored/ given in testing center?
Contact the LSU testing center here.

I am interested in teaching and study abroad- how do I start?
To begin your study abroad decision, visit LSU’s Study Abroad department’s site. They can help you figure out where you will Geaux!

How do I recruit undergraduate students to work on research?
The Office of Undergraduate Research offers faculty assistance in recruiting students for research experiences, including a Mentor Database and free advertisements in our e-newsletter and on our social media platforms.  For more information about recruiting undergraduate researchers and how to request our assistance, click here.

 

Learning More/Doing Better/Misc

What are some good books or other resources for learning more about teaching?
If you are interested in learning a little more about teaching approaches, there are many different types of resources. Are you most interested in books, podcasts, websites, or maybe blogs or Substack? 

• Books: There are new books about teaching available every year, but here are some of our favorites:
  • CxC's Favorite Reads on College Teaching
  • A Guide to Effective Studying and Learning: Practical Strategies from the Science of Learning
• Podcasts: Podcasts can be a great way to learn more about teaching! Some great options include:
  • Teaching in Higher Ed
  • Teach Better
  • Let's Talk Teaching
  • Lecture Breakers
  • Tea for Teaching
  • Faculty Focus Live
  • The Learning Scientist
• Websites:
  • Supporting Students’ Mindset GPS
  • Transparency in Learning and Teaching
  • The K. Patricia Cross Academy
• Blog/Substack:
  • Blog: The Learning Scientists
• Annual Conferences:
  • The Conference on Higher Education Pedagogy
  • Lilly Conference Series on College and University Teaching
  • The Teaching Professor Conference
  • POD Network Annual Conference
  • EDUCAUSE Annual Conference
  • Conference on Learning and Student Success

I got some negative feedback from the students on my course evaluations. What can I do?
It can be difficult to receive negative feedback—it’s tough, but it’s also a chance to improve. You might try to read comments with curiosity instead of defensiveness. Sometimes it helps do do this with a colleague. Not every note or comment will be helpful, instead consider looking for patterns or repeated concerns and focus on feedback that’s specific and actionable. Here is a list of some questions that can help you reflect:

• What patterns do I notice? Are there comments that multiple students repeated or themes that stand out?
• What specific concerns are students raising? Are they about the course structure, clarity of assignments, grading, engagement, or something else?
• How does this feedback align with my own experience of the course? Were there moments I also felt something wasn’t working as well as it could?
• What parts of the course went well, according to the feedback? It’s important to acknowledge what students appreciated, too.
• What factors outside my control might have influenced student perceptions? For example, institutional changes, unexpected events, or classroom technology issues.
• What actionable steps can I take? How could I adjust my materials, communication, or teaching approach next time?
• Who could I talk with for another perspective? A trusted colleague, mentor, or a consultant at my teaching center?
• How can I show future students that I’ve listened? Can I include a note in the syllabus or discuss changes on the first day of class?

How can I get more students to participate in course evaluations?
That’s a great question—encouraging students to complete course evaluations is essential not only for gathering feedback to improve your teaching, but also because student responses can play an important role in faculty evaluations for promotion and tenure. Here is a resource with practical strategies for boosting participation in your course evaluations.

Is there training available to help me get better at teaching?
Training and professional development opportunities are available to help you strengthen    your teaching practice, with options tailored to your interests and needs. Various offices on campus provide extensive resources to support educators at every stage of their careers. These include the Learning and Teaching Collaborative, which offers a range of pedagogical development workshops; LSU Online and the Faculty Technology Center (FTC), which provide training on digital teaching tools and innovative instructional technologies; and Communication across the Curriculum (CxC) / Geaux Communicate for those seeking to enhance communication skills in their courses. The Center for Community Engagement, Learning, & Leadership (CCELL) supports service-learning initiatives, while the Center for Academic Success (CAS) focuses on evidence-based strategies for student achievement. Additionally, the Office of Institutional Effectiveness (OIE) provides guidance on assessment and continuous improvement in teaching. Whether you’re interested in technology integration, community engagement, communication, student support, or evidence-based pedagogy, LSU’s campus-wide programs offer diverse opportunities for professional growth in teaching.

 

Getting Students to Engage

How can I get my students to talk more in class?
Encouraging discussion and engagement in class is a great way to facilitate learning. If your students seem reluctant to speak up in class, explore why this might be. It might be appropriate to ask them. Perhaps they are uncertain of the response that would be “correct” or worried about how their ideas might be perceived. Creating an inviting atmosphere and using structured discussion strategies—like think-pair-share or small group prompts—can help students feel more comfortable speaking up. Here is a great resource that might help you as you seek to improve student participation in class discussion

What can I do if no one answers my questions?
Asking a question in class and being met with silence is an uncomfortable experience. As an instructor you don’t know how to interpret the silence- whether students don’t understand the question, don't know the answer or are just uninterested in participating. There are some strategies you can try. First, embrace some silence. It might be important to let the silence continue for at least 3-5 seconds (and strive for 10). Yes, it can seem like a VERY long time. However, providing this space allows students time to think and consider. After the silence, if there is no response, try rephrasing your question, giving students more time to think. Some other helpful approaches are to use a brief writing activity so everyone has a chance to formulate an answer before sharing. 

How do I help shy students speak up?
Class discussions have a bigger impact on student learning when everyone gets involved. But it’s important to remember that students show up to discussions with different personalities and comfort levels. Some are excited to jump right in and share their thoughts, while others tend to stay quieter. What we often call “shyness” might actually be a sign of thoughtfulness—they may just need more time to feel comfortable or to think through their ideas before speaking up.

To help everyone participate, try using strategies that meet students where they are. Things like think-pair-share or online discussion boards can give quieter students a chance to build confidence before speaking in front of the whole class. It can also be helpful to extend discussions over multiple class sessions or revisit topics later so students have more time to process and join in.

What if students don’t read before class?
There are many reasons why students may not complete readings before class. If reading is a critical part of your teaching approach, it’s helpful to reflect on the potential barriers—and even discuss them openly with your students. Below are some common challenges and ways to address them:

• Limited access to materials: Students may not have easy access to textbooks or required readings. To help, consider:
  • Placing a physical copy on reserve through LSU Libraries
  • Selecting open-access readings or e-books available through library databases or course platforms
• Difficulty with reading comprehension: Students who struggle to understand the material may disengage. You can support them by:
  • Creating reading guides or structured note-taking templates
  • Reading a short excerpt together in class and discussing it
  • Doing a brief in-class comprehension check to identify where students are getting stuck
• Unclear expectations: Some students may not realize that reading is expected or necessary for success in your class. Help set the tone by:
  • Including reading comprehension or close reading as a formal learning outcome
  • Explaining early on how readings connect to activities and success in the course
  • Encouraging preparation through methods like small-group discussions, applied problem-solving tasks, or low-stakes check-ins (rather than relying only on quizzes)
• Time management challenges: Students often struggle to gauge how long a reading assignment will take. Help them estimate reading time by:
  • Having students read one page in class and time themselves
  • Asking brief comprehension questions about that page to model what “engaged” reading looks like
  • Helping them project how long a full assignment might take based on their personal pace (e.g., 2 minutes per page)

Addressing reading challenges transparently and supportively can build a class culture where students see the value of preparation—and feel equipped to succeed.

How can I make group work go better?
Group work in projects or learning activities can be a great way to expand students knowledge, increase engagement, and help students practice real-world skills like communication, team work and project management. Group work can be challenging to students and bring up additional issues for instructors. When approaching group work with students, consider following all of the suggestions for other assignments- outlining clearly the purpose, the task they are to complete and how they will be evaluated (see TILT guidelines). In addition you might want to assign specific roles for individuals in groups, and build in accountability measures so all students contribute meaningfully. For long term projects, you might use something like a team charter or agreement to help students think through the specifics required to work together.

What helps students stay interested all semester?
 Keeping students interested and engaged is a challenging part of teaching. All of us (teachers and students) experience good and off days in our work in in the classroom. Having one or two days where attention seems limited is not the end of the world, but it also might be a sign to consider a new approach. If your students interest and engagement has waned, you might try some of these approaches:

• Maybe shift your teaching method for a day. For example, if you usually lecture, start with a small group activity. Or maybe ask students to prepare to speak on two things they learned from the previous class.
• Consider how you might connect content to students’ lives and interests. Is there something happening currently in the news that might connect to the content? Can you bring in media to help situate the subject matter within larger discussions?
• Ask the students! It doesn’t hurt to share with them that you feel their interest and engagement has declined and ask them what is happening and if they have ideas. They might have some good feedback. 

How do I get students to think more deeply?
Helping students to think deeply about a subject is a goal of all teachers. While there is no single answer to this questions, there are some instructional approaches that invite students to think deeply. Consider:

• Make this a clear expectation to students
• Share and teach specific practices that can help students engage in deep thinking
• Provide time in class for activities that require deep thinking
• Asking open-ended, higher-order questions
• Encourage students to explain their reasoning
• Give students opportunities to apply concepts to real-world scenarios

How can I help students feel more comfortable in class?
It is wonderful that you are interested in helping students feel more comfortable. Research suggests that student learning is increased when they can feel safe taking risks and asking questions in a learning environment. Several practices can help students to feel more comfortable in class. Consider trying the following:

• Learn and use students’ names
• Establish clear norms for respectful dialogue
• Share your enthusiasm for the subject to build a supportive environment

How do I mix up my teaching so it’s not just me talking?
There are many instructional approaches that can be incorporated into large courses and small courses. You might want to review some of the active learning strategies (examples here) like polls, debates, case studies, or hands-on exercises to engage students in the material. There are many sources of inspiration related to teaching. You may want to check out some teaching blogs or podcasts or even a conference to get more ideas (see answer to “what are some good books, etc. about teaching?” Improving Student Success via Teaching Advancement - Spring 2025)

What if a few students are doing all the talking?
It is not uncommon for a few people to do most of the talking in a class. If your goal is to include everyone, it can be helpful to set this as an expectation from day one of the class, and restate it before each discussion. Take a minute to determine if this is a challenge with a few students dominating and others sitting back or if students are just in general reluctant to participate. You can acknowledge contributions but intentionally invite quieter students to share, or use strategies like round-robin sharing or calling on volunteers from underrepresented voices. Other strategies such as think-pair-share, small group discussions with report-outs, and assigned student presentations (even brief ones) can help to increase student participation.

 

Making Assignments

How do I come up with good assignments?
Start by thinking about what you want students to understand or be able to do by the end of your course. Design assignments that give them practice with those skills or concepts in meaningful, engaging ways. Look to real-world tasks in your field or ask colleagues for examples of assignments they’ve found effective.  You might also consider the use of an assignment design template such as the Transparency in Learning and Teaching (TILT) template.  The template is intended to help instructors clearly identify the purpose of an assignment, the tasks that students will perform and how they should proceed, and clearly identify the criteria for success.

How do I make sure assignments match what I want students to learn?
This is a really important question and there are many tools you can use to think about what we call “alignment”. Before thinking about assignments, it is important to think about your goals. We call this backward design: identify your learning goals first, then plan assignments that clearly align with those goals. Reviewing your assignment instructions and grading criteria alongside your objectives can help ensure your assessments measure what you intend. Learn more about backward design here.  As you reflect on the objectives for student learning, it also might be helpful to consider Bloom’s taxonomy.

What’s something different I can assign besides a paper or test?
Consider alternatives like multimedia presentations, infographics, reflective journals, podcasts, creative projects, case analyses, or simulations—assignments like these can encourage different ways of thinking and let students apply concepts in new formats.  For example, you might consider using case analyses for critical analysis or concept maps to encourage synthesis of different concepts.

How do I make assignments work for all kinds of students?
Offer clear instructions, provide examples of good work, and break larger assignments into smaller, manageable steps. Consider using Universal Design for Learning (UDL) principles to give students multiple ways to engage with and demonstrate their learning.  You might consider providing students with a choice in topics or formats or present the assignment using text, audio, or visual media.  You might also provide multiple scaffolding strategies such as project timelines with checkpoints, templates, and peer review opportunities.

How do I keep students from waiting until the last minute?
To support students' engagement in learning activities over time, it can help to break assignments into stages with interim deadlines—such as a proposal, outline, or draft—so students stay on track and you can give feedback along the way. Regular reminders and check-ins also help students manage their time better.  You might consider using scaffolding techniques such as project planning worksheets, time management tools, or peer accountability partnerships.  You could also consider using motivational strategies with students such as providing small rewards for meeting interim deadlines or using class time for sharing works-in-progress.

How can I connect class assignments to real-life things?
Students are more interested in topics that have a foundation in the “real world applications. It can help to frame assignments around authentic, real-world problems, case studies, or scenarios students might encounter in their future careers. When students see how assignments relate to their lives or goals, they’re often more motivated and engaged. There are multiple approaches to this, including high-impact practices