Welcome to the 2026 �Teaching & Learning Symposium��Engaging Today’s Students

Dave Clark

Vice Provost for Academic Affairs

Natasha Jankowski

Executive Director, Center for Advancing Student Learning

Engaged Instruction

• Turn to a neighbor and share an experience from your educational journey when you felt engaged in your learning.

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• What stood out to you?

Engaged Instruction

• Turn to a neighbor and share an experience when you were engaged in instructing that remains with you.

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• What stood out to you?

Engaged Instruction

• Turn to a neighbor and share an experience of a time when a student or students were engaged in their learning.

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• What stood out to you?

Consider Together

• What do today’s students need to engage in learning at UWM?
• Is it the same as it was last year? 5 years ago?
• What is the same and what is different?

Today’s Students

Lumina Foundation reports that nationally current college students include:

• 50% first-generation students
• 80% work with 30% working full time
• 22% report low food security in the last 30 days
• 41% are Pell eligible

UWM Student Facts

Percent of Wisconsin residents in Fall 2025

Percent of undergraduates who are first generation college students, Fall 2025

Percent of freshman living on campus in Fall 2024

Percent of students receiving need-based financial aid in 2023-24

Average high school GPA for admitted students in Fall 2024

IHEP Stats on Today’s Students

• Incoming freshman were in 7^th grade when the pandemic hit and started high school with many Covid restrictions in place
• 99% expect technology use in the classroom
• to enhance their learning
• Be more advanced than K-12 Kahoot like tools
• But come from Google Classrooms where they never had to do attachments
• 50% enter college with concerns about mental health
• 60% report feeling lonely

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What does this mean for student learning and engagement?

What is student engagement?

Student engagement is defined as “educatively purposive activities” (Kuh, 2009; Kuh et al., 2005) and engagement activities have been positively linked to student persistence and graduation.

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Engagement is not the responsibility of the student alone, instead as Kuh (2009) argues, “both the time and energy students invest in educationally purposeful activities and the effort institutions devote to using effective educational performance” makes up engagement.

What should we consider in design?

Maximizing where students look for information and how it is presented:

• Percentage of students accessing Canvas on cell phones (ranged from 68% to 97%)
• Canvas dashboard versus list view of assignments and tasks
• 78% of students check their grades in Canvas weekly (from a 2023 Instructure study)

Hattie (2009; 2023) and Visible Learning

Students should be able to answer about any learning experience:

1. What am I learning from this experience?
2. How does it build upon or add to prior learning experiences?
3. What is expected of me?
4. How can I prepare for success?
5. Where else will this learning be applied or applicable?

But once we design it, then what?

Lessons from UWM Students

• Instructor Support and Belief in Students
• Innovative and Transformative Learning Experiences 
• Inclusive, Safe, and Empowering Learning Communities
• Accessibility, Flexibility, and Commitment to Student Success

Instructor Support and Belief in Students

• Matters most to first-year students and first-generation students
• Welcome messages to students
• Weekly video reminders in online courses of what is coming up and why it matters
• Outreach and noticing on students who were struggling
• Personal invitations to office hours
• Network connections to people in the field

Instructor Support and Belief in Students

• You’re the first math teacher I’ve ever had, at any level, who really believed in me and my abilities. Your course is the reason I feel confident enough to tackle higher-level math courses…” 
• “You not only pushed me but challenged me with the support I needed which made this a course to love instead of a course to fear.”  
• “I haven’t had an instructor believe in me the way you have since I was in middle school.” 
• “You made me believe that I could do this…Your encouragement, support, and intensity and passion for teaching left a lasting impact on me.” 
• “You made us feel like we were supposed to be there as students…and that you were on the students’ side; fighting for us, actually there for us, and that meant the world to me.” 

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Instructor Support and Belief in Students

• “You made me think about how I think. I doubted myself, but you did not. You reminded me I am not alone. My success mattered to you, which made it matter to me.” 
• “It was visible how much you cared about my learning. I was lucky to have you as a teacher and you gave me confidence in my skills.” 
• “I want to express my heartfelt gratitude for the profound impact you have had on my journey as a student. Your kindness, empathy, and unwavering support have truly made a world of difference…”
• “You saw what I could be… I’ve never wanted to work as hard as I’m working now and that is because of you.” 
• “Your feedback on the papers I have written this semester have severely improved my thoughts on writing, and your faith in me is something I will hold onto for the rest of my life.”  

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Innovative and Transformative Learning Experiences 

• Students found new passions and majors
• Transparency in design to reduce stress
• Supportive structure coupled with challenge
• Meaningful and timely feedback
• Real-world application
• High-impact practices and quality elements ;)

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Innovative and Transformative Learning Experiences 

• “Taking your classes is the most important reason I decided to major in this subject.” 
• “This class opened my eyes into a new way of thinking and I’m forever grateful.” 
• “Your course has had a lasting impact on the way I think as a researcher.” 
• “After taking your course, I have started reading and writing again. I actually dug out all of my old projects and applied what we learned to them!” 
• “You not only taught the theory with exceptional clarity but also cultivated a deeper appreciation for the phenomena.” 
• “Your consistent feedback and the diversity of course materials helped bridge theory and practice for me.” 

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Innovative and Transformative Learning Experiences 

• “Your lectures were incredibly insightful, and I truly appreciate the time and effort you put into making the material engaging and accessible.” 
• “This class was thoughtfully laid out and made my semester more interesting. I really appreciate everything you do for your students.” 
• “Your teaching has had a profound impact on me both academically and professionally… You made complex concepts accessible and sparked a deeper interest in data.” 
• “You make it clear how the classes actually fit together and built on each other!” 
• “I really loved how organized class was! It relieved a lot of stress when I knew what was coming up in class.”  
• “I will be thinking about this class for years. This is why I came to college.” 

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Inclusive, Safe, and Empowering Learning Communities

• Anxiety and imposter syndrome
• Sharing of personal and lived experience
• Visible passion and excitement for a subject
• Build group rapport and environment prior to group work
• Scaffolding of interactions

Inclusive, Safe, and Empowering Learning Communities

• “I was nervous going into college… but your class was truly a space where I could be myself, feel part of a community, and learn all at once.” 
• “I used to be afraid to participate in my courses… But now, everything is different… I am sure I am on my way.” 
• “You made class a safe space for me to speak my mind, which is something I have struggled with in the past.” 
• “I had no idea what I was doing, and you welcomed me any way and said that’s why we are here, to learn. You never made me feel bad about it.”  
• “You shared not just your knowledge but your experience which made me feel welcomed, wanted, and like I could be authentic.”  
• “I felt welcomed, seen, and cared for.” 

Inclusive, Safe, and Empowering Learning Communities

• “You fostered a positive learning environment… where our lived experiences could be explored with both rigor and compassion.” 
• “You made class so warm and welcoming, and you were so accommodating with my issues! I have definitely fallen in love with this discipline” 
• “Your kindness and funny jokes in class made me feel welcomed, seen, and cared for.” 
• “Even the seemingly small ways in which you showed patience and support made a huge impact.” 
• “Thank you for being the kind of professor and person who makes students feel seen, supported, and safe.” 
• “You were always responding to our doubts and always being supportive.” 
• “You’ve given me so many tools to success and a different way of thinking… I finally feel like there is a place for me…” 
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Accessibility, Flexibility, and Commitment to Student Success

• Flexible timing on office hours or appointments to meet with students
• Flexible deadlines
• Tailored support and variety of study aids
• No questions asked miss class policy
• Understand that students are people with lives beyond the class

Accessibility, Flexibility, and Commitment to Student Success

• “You helped me improve my work… and gave me extra time on assignments when I couldn’t meet the deadlines. I did not know if I could be a college student, but you allowed me to become one.” 
• “It felt easy to contact you and not like I was bothering you. You cared about me as a person, not just as a student.” 
• “You were my lifeline this semester. If not for you and your flexibility and understanding, I would not be able to come back and complete this degree.”
• “You were understanding and willing to work with me to catch up… which really helped reduce my stress. It made me feel like you wanted me here.” 
• “Thank you for accommodating my schedule and allowing me extra time to take my exams when necessary.” 

Accessibility, Flexibility, and Commitment to Student Success

• “I truly appreciate your flexibility with deadlines, checking in with me during class, and even the class in general.” 
• “Your understanding during sick times and military service…bless you.” 
• “You had my back so I could focus on the learning.”
• “Thank you for working with me and accommodating me. Once I got things sorted, I learned better than I have in nearly every class I’ve taken. You are a great teacher, because you actually helped us learn, not faulted us for living.” 

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Can we really be flexible?

• No Questions asked assignment drop or absence policies (Hills & Peacock, 2022)
• Flexible deadlines – various ways to approach this with differing impacts in different fields – but what matters the most to implementation is introduction and framing

Reusch & Sarvary, 2024 Sample Language

We understand that there can be circumstances when students need more time to complete their assignments. All assignments have ideal due dates, and they also have extension due dates. We highly recommend that you submit the assignments (if you can) by their suggested ideal due dates, to maintain a good rhythm of learning in the class. You can submit assignments by the extension due date without any penalty. We are providing the extension due dates so you can use them for certain times when you have other exams, sickness or you just simply need a break and you do not want to think about an assignment.

What did they find?

• 22% never used it
• 41% used it once
• 37% used it more than once
• 8 in 10 students preferred the tiered system of due dates
• First gen students were more likely to attend office hours for help on assignments with the additional time option.
• “This system did not make the students procrastinate,” Sarvary says. It did give students “agency to better manage their own time.”
• “Allows students to perform without fear of the fall.”

Professional Development Opportunity

ACUE and UWM Partnership

ACUE and UWM Partnership

• 90 seats for a year-long professional development opportunity
• 3 cohorts of 30 (online, in-person, and TBD)
• 2-3 hours a week (not during the summer or over Spring Break)
• Learn evidence-based strategies proven to boost student retention, strengthen belonging, and close achievement gaps
• National certification upon completion
• Sign up by January 26
• Begins February 9^th

Closing Slide – UW-Milwaukee Logo