Creating Intentional and Impactful Multiple-Choice Assessments

Multiple-choice quizzes are one of the most common forms of assessment in higher education, as they can be used in courses of nearly every discipline and level. Multiple-choice questions are also one of the quickest and easiest forms of assessment to grade, especially when administered through Canvas or another platform that supports auto-grading. Still, like any assessment method, there are some contexts that are well-suited for multiple-choice questions and others that are not. In this toolbox article, we will provide some evidence-based guidance on when to leverage multiple-choice assessments and how to do so effectively.

Strengths and Weaknesses of Multiple-Choice Assessments

Multiple-choice assessments are a useful tool, but every tool has its limitations. As you weigh the strengths and weaknesses of this format, remember to consider your course’s learning outcomes in relation to your assessments. Then, once you’ve considered how your assessments align with your outcomes, determine if those outcomes are well-suited to a multiple-choice assessment.

Objectivity

Multiple-choice assessments are a form of objective assessment. For a typical multiple-choice item, there is no partial credit — each answer option is either fully correct or fully incorrect, which is what makes auto-grading possible. This objectivity is useful for assessing outcomes in which students need to complete a task with a concrete solution, such as defining discipline-specific terminology, solving a mathematical equation, or recalling the details of a historical event.

The tradeoff of this objectivity is that “good” multiple-choice questions are often difficult to write. Since multiple-choice questions presume that there is only one correct answer, instructors must be careful to craft distractors (incorrect answer options) that cannot be argued as “correct.” Likewise, the question stem should be phrased so that there is a definitively correct solution. For example, if a question is based on an opinion, theory, or framework, then the stem should explicitly reference this idea to reduce subjectivity.

Example of Subjective vs. Objective Question Stem

____ needs are the most fundamental for an individual's overall wellbeing.

  • A) Cognitive
  • B) Self Esteem
  • C) Self-Actualization
  • D) Physiological

(Answer: D)

According to Maslow's hierarchy of needs, ____ needs are the most fundamental for an individual's overall wellbeing.

  • A) Cognitive
  • B) Self Esteem
  • C) Self-Actualization
  • D) Physiological

(Answer: D)

This version of the question stem clarifies that this question is based on a framework, Maslow's hierarchy of needs, which increases the question's objectivity, and therefore its reliability and validity for assessment.

Another caution regarding the objectivity of multiple-choice questions is that answers to these test items can often be found through outside resources — students’ notes, the textbook, a friend, Google, generative AI, etc. — which has important implications for online testing. Experts in online education advise against trying to police or surveil students, and instead encourage instructors to design their online assessments to be open-book (Norton Guide to Equity-Minded Teaching, p. 106).

Open-book multiple-choice questions can still be useful learning tools, especially in frequent, low-stakes assessments or when paired with a few short answer questions. Fully auto-graded multiple-choice quizzes can function as “mastery” quizzes, in which a student has unlimited attempts but must get above a certain threshold (e.g., 90%, 100%) to move on. Using low-stakes, open-note practice tests can be an effective form of studying, and in many cases may be better for retrieval than students studying on their own.

You can also customize your Canvas quiz settings to control other conditions, such as time. Classic Quizzes and New Quizzes include options that add a layer of difficulty to repeatable multiple-choice assessments, such as time limits, shuffled questions or answer choices, and the use of question banks. These settings, when used with low-stakes assessments with multiple attempts, can help students practice meeting the course’s learning outcomes before larger summative assessments.

Versatility

Multiple-choice assessments sometimes get a bad reputation for being associated with rote memorization and lower order thinking skills, but in reality, they can be used to assess skills at every level of Bloom’s taxonomy. This includes higher order thinking skills, such as students’ ability to analyze a source, evaluate data, or make decisions in complex situations.

For example, you could present students with a poem or graph and then use a multiple-choice question to assess a student’s ability to analyze and interpret the example. Or, alternatively, you could create a question stem that includes a short scenario and then ask students to pick the best response or conclusion from the answer choices.

Examples of Multiple-Choice Items That Assess Higher Order Thinking Skills

[The poem is included here.]

The chief purpose of stanza 9 is to:

  • A)  Delay the ending to make the poem symmetrical.
  • B)  Give the reader a realistic picture of the return of the cavalry.
  • C)  Provide material for extending the simile of the bridge to a final point.
  • D)  Return the reader to the scene established in stanza 1.

(Answer: D)

This item tests higher order thinking skills because it requires test-takers to apply what they know about literary devices and analyze a poem in order to discriminate the best answer.

Source: Burton, S. J., et al. (2001). How to Prepare Better Multiple Choice Test Items: Guidelines for University Faculty.

A line graph showing the relationship between time and heart rate for two different groups of individuals that were administered a drug for a clinical trial; the y-axis goes from 70 to 90 and the x-axis goes from their baseline heartrate to 5 min after the drug was administered

The graph above illustrates the change in heart rate over time for two different groups that were administered a drug for a clinical study. After studying the graph, a student concluded that there was a large increase in heart rate around the one-minute mark, even though the results of the study determined that patients' heart rates remained relatively stable over the duration of five minutes. Which aspect of the graph most likely misled the student when they drew their conclusion?

  • A)  The baseline for y-axis starts at 70 beats/min, rather than 0 beats/min.
  • B)  The y-axis is in beats/min, rather than beats/hour.
  • C)  The graph lacks a proper title.
  • D)  The graph includes datasets from two groups, instead of just one.

(Answer: A)

This item tests higher order thinking skills because it requires test-takers to analyze a graph and evaluate which answer choice might lead someone to draw a misleading conclusion from the graph.

Source: In, J. & Lee, S. (2017) Statistical data presentation. Korean J Anesthesiol, 70 (3): 267–276.

 

A nurse is making a home visit to a 75-year old male client who has had Parkinson's disease for the past five years. Which finding has the greatest implication on the patient's care?

  • A)  The client's wife tells the nurse that the grandchildren have not been able to visit for over a month.
  • B)  The nurse notes that there are numerous throw rugs throughout the client's home.
  • C)  The client has a towel wrapped around his neck that the wife uses to wipe her husband's face.
  • D)  The client is sitting in an armchair, and the nurse notes that he is gripping the arms of the chair.

(Answer: B)

This item tests higher order thinking skills because it requires test-takers to apply what they know about Parkinson's disease and then evaluate the answer choices to determine which observation is the most relevant to the patient's care in the scenario.

Source: Morrison, S. and Free, K. W. (2001). Writing multiple-choice test items that promote and measure critical thinking. Journal of Nursing Education, 40 (1), 17-24.

Multiple-choice questions can also be adjusted for difficulty by tweaking the homogeneity of the answer choices. In other words, the more similar the distractors are to the correct answer, the more difficult the multiple-choice question will be. When selecting distractors, pick answer choices that seem appropriately plausible for the skill level of students in your course, such as common student misconceptions. Using appropriately difficult distractors will help increase your assessments’ reliability.

Despite this versatility, there are still some skills — such as students’ ability to explain a concept, display their thought process, or perform a task — that are difficult to assess with multiple-choice questions alone. In these cases, there are other forms of assessment that are better suited for these outcomes, whether it be through a written assignment, a presentation, or a project-based activity. Regardless of your discipline, there are likely some areas of your course that suit multiple-choice assessments better than others. The key is to implement multiple-choice assessments thoughtfully and intentionally with an emphasis on how this format can help students meet the course’s learning outcomes.

Making Multiple-Choice Assessments More Impactful

Once you have weighed the pros and cons of multiple-choice assessments and decided that this format fits your learning outcomes and assessment goals, there are some additional measures you can take to make your assessments more effective learning opportunities. By setting expectations and allowing space for practice, feedback, and reflection, you can help students get the most out of multiple-choice assessments.

Set Expectations for the Assessment

In line with the Transparency in Learning and Teaching (TILT) framework, disclosing your expectations is important for student success. Either in the Canvas quiz description or verbally in class (or both), explain to students the multiple-choice assessment’s purpose, task, and criteria. For example, is the assessment a low-stakes practice activity, a high-stakes exam, or something in between? What topics and learning outcomes will the assessment cover? What should students expect in terms of the number/type of questions and a time limit, if there is one? Will students be allowed to retake any part of the assessment for partial or full credit? Clarifying these types of questions beforehand helps students understand the stakes and goal of the assessment so they can prepare accordingly.

Provide Opportunities for Practice and Feedback

To help reduce test-taking anxiety and aid with long-term retrieval, make sure to provide students with ample practice before high-stakes assessments. Try to use practice assessments to model the format and topics that will be addressed on major assessments. If you are using a certain platform to conduct your assessments, like Canvas quizzes or a textbook publisher, consider having students use that same platform for these practice assessments so they can feel comfortable using the technology in advance of major assessments as well.

Research also indicates that providing feedback after an assessment is key for long-term retention. Interestingly, this is not only true for answers that students got wrong, but also in cases when a student arrives at the correct answer but with a low degree of confidence. Without assessment feedback, students may just check their quiz grade and move on, rather than taking the time to process their results and understand how they can improve.

You can include immediate and automatic qualitative feedback for quiz questions through Canvas Classic Quizzes and New Quizzes. Feedback (or “answer comments”) can be added to individual answer options or to an entire multiple-choice item. For example, you can add a pre-formulated explanation underneath an answer choice on why that distractor is a common misconception. If a student has incorrectly selected that answer choice, they can read that feedback after submitting their quiz attempt to learn why their choice was incorrect.

Create Space for Reflection

A bar graph showing a positive relationship between final test scores and learning conditions that include practice tests with feedback

Source: Roediger III, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention.

As indicated in the chart above, delayed feedback is potentially even more effective for long-term retention than immediate feedback. Consider reserving some time in class to debrief after important assessments and address students’ remaining questions. For asynchronous online courses, you could record a short post-test video in which you comment on trends you saw in students’ scores and clear up common misconceptions.

If you want to go a step further, you can also have students complete a self-reflective activity, also known as an exam wrapper, like a post-test survey or written reflection. Self-reflective activities like these have been shown to increase students’ overall performance in class by helping them learn how to reflect on their own study and performance habits, in addition to the positive effects on information retention mentioned earlier.

Questions?

Need some help designing your next multiple-choice assessment? Want to learn more about mastery quizzes, Canvas quiz settings, or exam wrappers? CATL is here to help! Reach out to us at CATL@uwgb.edu or schedule a consultation and we can help you brainstorm assessment solutions that fit your course’s needs. Or, if you’re ready to start building your assessment, check out this related guide for tips on writing more effective multiple-choice questions.

a group of UWGB students in green t-shirts smiling and giving a thumbs up as they welcome new freshmen for move-in

Why Didn’t Anyone Do Today’s Reading? – Engaging Students by Building Relationships 

Article by Pamela Rivers

The semester is well under way. Your students have taken their first exam. Some are active and excelling. Others have stopped coming to class or are not completing the assigned readings. Welcome to the end of September.

Maybe you thought this time it wouldn’t happen. Everyone was eager and excited and answering your questions for the first few class sessions. Now, however, you are right back to encountering some disengaged students doing what feels like the bare minimum, and it’s eating away at your passion for teaching. Is this the fate for our classes, or are there more or different things we can do to reach students?

First, to be clear, engaging students is not magic, and although it should be informed by science, in many ways it’s also an art form. Like all art, some of it appeals to us and some of it doesn’t. No one can promise you a room full of fully engaged students who always turn in their homework, laugh at all your jokes, and come prepared every session. No trick or strategy works for every person, every time. There are, however, certain strategies you can employ to make it more likely your students will listen, attend, and want to do well, for you and for themselves.

Relationships Matter

In “Culturally Responsive Teachers Create Counter Narratives for Students”, Zaretta Hammond argues that relationships can be the “on ramp to learning.” She says that relationships can be as important as the curriculum. One research study cited in Relationship-Rich Education showed that alumni who had a faculty member who cared about them as a student felt more connected to their current jobs. Unfortunately, only 27% of graduates surveyed had someone in that role. This powerful research shows that developing relationships with our students not only engages them, but can also lead to their success down the road.

That is compelling research, and it can take a lot less than you might imagine to make a real difference in the lives of your students. Students want to know that you care, and they want to feel welcome in your classroom. Research suggests that colleges and universities need to invest in a “relentless welcome of their students,” (Felton and Lambert, 2020) but faculty can lead the way in their individual classrooms by integrating activities that build relationships and encourage engagement.

Getting to Know You Surveys

Before class starts, whether online or face-to-face, send out a “getting to know you” survey through Canvas. This survey can ask questions specific to your discipline, but it is also a place to show interest in your students and what might hold them back from being successful. You could ask about your students’ pronouns, how they prefer to be contacted, any worries they are having about your class, and any specific needs they have. You can find a lot out about a student by simply asking. Need a ready-made survey? Reach out to CATL to get a copy of our Canvas Template, which includes a sample survey.

Ice Breakers

When you hear the word “ice breakers,” you may groan. The truth is a silly, active icebreaker is a wonderful way to get face-to-face students moving and is a start to building classroom community (Sciutto, M.J., 1995). A people bingo game, for example, can help get students talking and will help them get to know each other. If you are teaching online, there are plenty of icebreakers you can do asynchronously, including video introductions or a game like two truths and a lie.

Class Norms

Developing a set of agreed-upon class norms (expectations or guidelines), both for your students and you, that everyone is involved in creating goes a long way toward building both trust and community. Next semester, take part of your first class session to have your students help you develop norms. If you need some ideas for what these class expectations might look like, check out the “Trust” section of this CATL toolbox article.

Make It Matter

Find ways to tie your assignments to students’ goals, lives, and futures. If you ask me to spend 2 hours every week looking up dictionary definitions for words I’ve never heard of for a random quiz that doesn’t seem to have any bearing on what I’m supposed to be learning in your course, I am unlikely to be motivated to keep spending my time looking in the dictionary. If, on the other hand, you explain to me the importance of the words I’m learning, how they will be useful in my next class, and even how they may show up on a licensing exam for my future career, my motivation changes.

Unplanned Conversations

In face-to-face or synchronous online courses, you can use the time before class or while students are working to chat with those students who are unoccupied. Mention something you liked about their work, ask how their weekend was, and show a genuine interest in them. You never know what you might learn in these conversations. It may not lead to anything, or it may lead to a student feeling seen. Establishing a friendly and open line of communication with students in this way also makes it more likely that they will feel comfortable coming to you if they have a question or issue in the class.

Give Your Students a Chance to be Successful

As you build up to the major coursework in your class, have small, low-stakes assignments that give them all an opportunity for success and to receive formative feedback. As students get a small taste of success, they will want to feel that more.

Use Your Students’ Names and Pronouns

Another way to make a student feel seen is by how you address them. Ask your students what they would like to be called and what pronouns they use in a “getting to know you survey” or some other activity at the start of the semester. If you are teaching a face-to-face class and are good with names, try to memorize their names and pronouns during the first few weeks and use them frequently. If you are teaching online or have more students than you can remember for a large face-to-face roster, ask students to complete the name pronunciation activity created by CATL to help instructors with names. In face-to-face classes, also consider having students create name tents that they can pull out for class use. These small steps show that you care about making them feel comfortable in class, and help students learn the names of their peers as well.

Engagement is Key for Student Success

There are no silver bullets for engagement, but hopefully there are a few things on this list that you can consider adding to your teaching practices. And the truth is, engagement matters. According to Miller in “The Value of Being Seen: Faculty-Student Relationships as the Cornerstone of Postsecondary Learning,” engaged students experience more academic success and have higher persistence rates. Keeping our students engaged gives them the best chance at success.

References

Cohen, E., & Viola, J. (2022). The role of pedagogy and the curriculum in university students’ sense of belonging. Journal of University Teaching & Learning Practice, 19(4), 1–17.

Felton, P., & Lambert, L. (2020). Relationship-Rich Education. Johns Hopkins University Press.

Hammond, Z. (2018, June 18). Culturally Responsive Teachers Create Counter Narratives for Students. Valinda Kimmel. September 12, 2023, valinda.kimmel.com

Lu, Adrienne. (2023, February 17). Everyone Is Talking About “Belonging,” but What Does It Really Mean? Chronicle of Higher Education, 69(12), 1–6.

Miller, K. E. (2020). The Value of Being Seen: Faculty-Student Relationships as the Cornerstone of Postsecondary Learning. Transformative Dialogues: Teaching & Learning Journal, 13(1), 100–104.

Sciutto, M. J. (1995). Student-centered methods for decreasing anxiety and increasing interest level in undergraduate. Journal of Instructional Psychology, 22(3), 277.

Syllabus Snippets

Required Statements

Student Accessibility Services

Syllabi must include a statement that identifies the process for requesting academic accommodations for a disability. For more information see the Student Accessibility Services website.

The University of Wisconsin–Green Bay supports the right of all enrolled students to a full and equal educational opportunity. Reasonable accommodations for students with disabilities is a shared faculty and student responsibility. If you need any academic accommodation due to a disability, you must self-identify and register with the Student Accessibility Services (SAS) Office. To register, you will need to complete an online application (GB ACCESS) on the Student Accessibility Services website. GB ACCESS empowers you to request accommodations that would best support your learning in each class. Your request will be sent electronically to the SAS Office for review, approval and dissemination to faculty. Accommodations are not automatically available for each class, each term and do not go into effect until the request through GB ACCESS process is complete. Please contact the SAS office if you have any questions about the accommodation process or our role in supporting your learning. Once your request has been sent, the faculty, the SAS office and you can work together to ensure you have equal access. Location of SAS: Student Services Room 1700; phone: (920) 456-2841; email: sas@uwgb.edu and website.

The University of Wisconsin–Green Bay requires that students with disabilities are provided reasonable accommodations to ensure their equal access to course content. Qualified students with disabilities who will require accommodations in this class are encouraged to make their requests through the Student Accessibility Services Office and communicate with that office as soon as possible. Note: Prior to receiving accommodations, verification of eligibility from the Student Accessibility Services (SAS) is required. Disability information is confidential. Students can find the application for services on the SAS website or in the SAS Office, Student Services Building, room 1700.

In addition to any required full statement about Student Accessibility Services, Dr. Lisa Aspinwall of the Disability and Advocacy Research Network (DARN) suggests including a statement like the following in your syllabus.

“We are committed not only to the letter but also the spirit of the ADA. If you qualify for accommodations in any aspect of the course, we encourage you to use them, starting with the first class. Please see the professor as soon as possible so that we can work together to make arrangements.”

Academic Integrity

Syllabi must include a statement on academic integrity with a link to UW System’s Academic Integrity Policy (UWS Chapter 14). Consider also including explicit guidelines on the use of tools like generative AI (see the section on AI further below for examples).

The appropriation of others' work as your own is plagiarism and a major citation error. Examples of plagiarism include forgetting to add a "Works Cited" entry for a source you include in your paper; summarizing, paraphrasing, or quoting the ideas of others without any citations; and borrowing or purchasing papers from others. Incidents of plagiarism will be handled individually in accordance with UW-Green Bay's Plagiarism Policy.
 
To avoid any problems, please make sure that you appropriately cite all information you use in course assignments, and that you complete all individual course work independently. If you’re unsure of how to cite your information or what requires citation, I and others are here to help! For more information, please refer to The Learning Center, citation basics from our Libraries, and the UW System’s Academic Integrity Policy.

Potential Online Learning Statements

Active Engagement

Instructors teaching in modalities that rely on online participation may wish to include a statement outlining expectations for student engagement.

Sample statement provided by Nichole LaGrow.

Although this is an online, asynchronous class, there are regular and frequent interactions in our class. A class week begins on a Wednesday at midnight and ends on a Tuesday at 11:59 pm. If a student is unable to engage with activity for an entire week, he/she should contact the instructor to discuss the absence. Extended absences should be processed through the Dean of Students.

Netiquette

Consider providing “netiquette” (net + etiquette) guidelines for students to maintain a more welcoming, comfortable, and effective environment for online communication.

"Netiquette" is the socially and professionally acceptable way to communicate on the Internet. Please abide by these guidelines of "netiquette" when using online communication tools with your classmates and instructor: 

  • Identify yourself. Begin messages with a greeting and close with your name.
  • Avoid sarcasm. It can be misinterpreted causing hurt feelings.
  • Keep the dialog collegial and professional. Some discussion topics may be controversial. 
  • Do not flame—these are outbursts of extreme emotion or opinion. Think twice before you submit a response. You cannot take it back! 
  • Do not use offensive language or profanity. 
  • Use clear subject lines for your posts. 
  • Do not use all caps. It is the online equivalent of YELLING! 
  • Avoid using abbreviations or acronyms—like UNESCO—unless the entire class knows them. 
  • Use emoticons (emotion icons) to clarify your emotions. 
  • Be forgiving. Anyone can make a mistake. 

Communication in online courses is different than face-to-face conversation. To create a welcoming and open classroom environment, let's all practice "netiquette." There are ten simple guidelines you can follow to help us all have a better experience.  

Online Proctoring

As outlined in UW-Green Bay’s Online Test Proctoring Policy, instructors should include a note about their intention to use online proctoring in SIS so students are aware before registering for the class. Instructors who elect to use online proctoring should also include a syllabus statement that alerts students to specific information regarding the proctoring tool and any associated class policies.

Honorlock will proctor your exams this semester. Honorlock is an online proctoring service that allows you to take your exam from the comfort of your home. You DO NOT need to create an account or schedule an appointment in advance. Honorlock is available 24/7, and all that is required is a desktop or laptop computer, a working webcam/microphone, your school or a government-issued ID, a stable internet connection, and Google Chrome’s Honorlock Chrome Extension. 

Before you can take a proctored exam you will need Google Chrome installed on your computer and you will need to download the Honorlock Chrome Extension. You cannot take an Honorlock-proctored exam with a mobile device. 

Several of the tests or exams for this class will use Honorlock. When a test or exam uses Honorlock, log into Canvas, go to your course, and click on the exam. Clicking "Launch Proctoring" will begin the Honorlock authentication process, where you will take a picture of yourself, show your ID, and complete a scan of your room. Honorlock will be recording your exam session through your webcam and microphone. During your exam, Honorlock will also record your screen. Honorlock also has an integrity algorithm that can detect search-engine use, so please do not attempt to search for answers, even if it's on a secondary device. 

We’ll have a practice “exam” that will take you through the process from clicking “Launch Proctoring” to completing the authentication process and experiencing the proctoring tool. 

Honorlock support is available 24/7/365. If you encounter any issues, you may contact them through live chat on the support page or within the exam itself. Some guides you should review are Honorlock Minimum System Requirements, Student FAQ, Honorlock Knowledge Base, and How to Use Honorlock Video.  

Policy on Children in Virtual Sessions

Although the original statement was written by the UW System Caregiving Task Force in the context of the pandemic, the version below has been slightly adapted to apply to any course taught in the virtual classroom modality.

Caregivers deserve access to education. I strive to be inclusive to parents and other caregivers, and I ask that all students work with me to create a welcoming environment that is respectful of all forms of diversity, including diversity in caregiving status.

  1. Children may be visible onscreen during class sessions, either in a lap or playing in the background. This includes breastfeeding or chestfeeding [NOTE: this is a term many transmen and non-binary birth parents use] babies. Alternatively, you may turn your camera off if more privacy is required.
  2. Caregivers who anticipate having a child(ren) with them during class sessions are encouraged to wear a headset to help minimize background noise. You may mute your microphone and communicate through the “chat” feature at any point necessary.
  3. Stepping away momentarily for childcare reasons is completely understandable and expected. Simply mute and/or turn off your camera as necessary, and rejoin us when you are able.
  4. While I maintain the same high expectations for all student in my classes regardless of parenting status, I am happy to problem solve with you in a way that makes you feel supported as you strive for school-caregiving balance.

(Based on the policies by Dr. Melissa Cheyney and Dr. Elizabeth Horn care of the UW System caregiving task force)

Other Statements to Consider

Religious Observances Policy

Instructors are encouraged to include a statement on UW System’s Accommodation of Religious Beliefs Policy (UWS Chapter 22). Two statements are are presented below: the first sample statement provides specific policy and accommodation details directly from the Dean of Students office, while the second statement takes a broader, more student friendly approach to cultural and religious observations. See the Dean of Students website for more information. Instructors may also wish to consult the Interfaith Calendar to see if important course dates conflict with religious observances.

Students have the right to reasonable accommodation if their religious practices pose a scheduling conflict with one of their courses (Chapter UWS 22 of the Wisconsin State Legislature Administrative Code). If you have a religious observance that coincides with this class (meetings and/or due dates), let me know by email within the first 3 weeks of the course. We will then work together to develop an alternative scheduling plan. Please know that I encourage students to honor their religious beliefs, and that all requests for religious accommodation will remain confidential.

Persons who have religious or cultural observances that coincide with this class should let the instructor know in writing (by e-mail for example) by [date]. I encourage you to honor your cultural and religious holidays. Please let me know so that we can make a plan to ensure that you do not fall behind in class while you are celebrating a religious or cultural observance.

Student Advocacy or Student Complaints

Students are encouraged to go to their instructor and then chair, etc., if they have a complaint or concern. Instructors are encouraged to include the following or a similar statement on their syllabi.

If you have a concern or complaint about this course, please first try to address it with the instructor. If you continue to have concerns, you should contact the chairperson of the relevant academic unit. Contact information can be found here: https://www.uwgb.edu/provost/directories/academic-programs/.  

 

Bereavement Policy

For more information see the Deans of Students’ full bereavement policy and procedures.

Upon approval from the Dean of Students, students who experience the death of a loved one are allowed one week, commencing from the day of notification to the Dean of Students, of excused absence. Students may also take a Bereavement Leave of Absence for the semester in which the death occurs. Permission to do so will occur upon consultation with the Dean of Students.

Mental Health and Wellness

We are all human, and we may all be impacted by stress, relationship challenges, and work-life balance issues. We are also all susceptible to common mental health concerns, such as depression, anxiety, and addictive behaviors. These can lead to difficulties with motivation and concentration and impact academic work. All too often we find it hard to ask for help when we need it, but I hope you will reach out and use the free and confidential counseling services available to you through the university. Your health and wellness are important.

Civility and Inclusivity Policies

Many instructors choose to share an inclusivity policy to promote an inclusive classroom environment.

I wish to confirm my conviction that a college campus must be a safe place for the discussion of ideas. As such, I expect each member of the class to treat one another with tolerance for ideas discussed from a variety of perspectives. I respect the dignity of every person and will not allow discrimination against anyone based on religion, age, disability, ethnic origin, race, gender, marital status, or sexual orientation. Let’s approach one another with good intentions and openness

Our class is a kind of community, and we are also part of a larger university community that expects civility and inclusivity from its members to help us creative a good learning and living environment for everyone. The classroom should be a place where we can freely exchange ideas. We should, though, be able to disagree with and challenge one another’s ideas in a respectful way that does not involve attacks, insults, or discriminatory language or behaviors. If you have not already, please review UWGB’s Inclusivity & Civility Statement.

"It is my intent that students from all diverse backgrounds and perspectives be well served by this course, that students' learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength and benefit. It is my intent to present materials and activities that are respectful of diversity: gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. Your suggestions are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally or for other students or student groups. In addition, if any of our class meetings conflict with your religious events, please let me know so that we can make arrangements for you."

Source: Syllabus Checklist – University of Iowa College of Education

The UWGB Land Acknowledgment

In a continuing effort to create a more inclusive community, UW-Green Bay has adopted a formal land acknowledgment to honor our native peoples. UWGB’s land acknowledgment statement was developed by our First Nations faculty. Instructors are encouraged to incorporate the land acknowledgment in their syllabi and/or course welcome module.

We at the University of Wisconsin–Green Bay acknowledge the First Nations people who are the original inhabitants of the region. The Ho-Chunk Nation and the Menominee Nation are the original First People of Wisconsin and both Nations have ancient historical and spiritual connections to the land that our institution now resides upon.

Today, Wisconsin is home to 12 First Nations communities including the Oneida Nation of Wisconsin, Potawatomi Nation, Ojibwe Nation communities, Stockbridge-Munsee Band of the Mohican Nation, and the Brothertown Indian Nation.

We acknowledge the First Nations People of Wisconsin.

Classroom Environment

Similar to the inclusivity policy, many instructors include language about the sort of environment that enables learning and respectful debate. Some write this in advance of the course, while others include the students in its construction.

Classroom Environment: The classroom should be an arena for voicing opinions and arguments in the spirit of debate, but should also display civility and tolerance. Students will bring different experiences and beliefs to bear on the materials we read, and our discussions must allow for a range of viewpoints to be expressed.  One of the central tenets of feminism is that the “the personal is political.” In other words, knowledge and social change cannot be divorced from lived experience. The ideas and issues that we discuss will often have direct bearing on students’ past experiences or personal philosophies, and it is reasonable to occasionally share these connections.  At the same time, such comments should remain connected to the course readings, and allow for the participation of everyone in the class.

Class environment: In order to provide a stimulating and effective learning environment, everyone is expected to follow shared codes of conduct. As noted above, we will construct our own policies on the first few days of class. In order to foster fruitful discussions we should all strive to create an environment of mutual respect—for it to be mutual, we all have to have a stake.

All interactions in class should be civil, respectful, and supportive of an inclusive learning environment for all students. If you have any concerns about classroom participation or classroom dynamics, I encourage you to speak with me, with Dr. X, the X Department chair, or your advisor. You may also share your concerns with the university through Phoenix Cares.

Civility and Online Etiquette: Civility and decorum are expected at all times. You are welcome to your own opinion and encouraged to express it, but you must do so in a mature and sincere manner. You must also make sure your opinions are informed and well-supported – this is not your personal soapbox. You may find it helpful to review these guidelines for online etiquette.

“The topics that we're covering in this class are often difficult, not just intellectually but emotionally. While I expect there to be rigorous discussion and even disagreement in the course of our class discussions, I ask that you engage in discussion with care and empathy for other members in the classroom. Aim to disagree without becoming disagreeable. In this class, we will not shy away from the uncomfortable. Critically examining and assessing our most basic assumptions and values is not just one of the tasks of philosophy but is an activity vital to living an authentic life. I urge you to have the courage to be uncomfortable in this class. In exchange for your courage, I will work to ensure a classroom environment that supports your taking these intellectual and emotional risks.”

Source: Whitman College

Name and Pronouns

Many instructors choose to list their pronouns along with their name to promote an inclusive classroom environment.

Names and Pronouns: During the first week of class, I will ask you to write your preferred first name on the class sign-in roster. I will also invite you to make a nametag to use in class that includes your gender pronouns. I see sharing gender pronouns as a gesture of respect and a reminder that we should not make assumptions about gender based upon physical appearance, names, etc. If you misgender someone (i.e., call someone who identifies as a woman “he,” or vice versa), the best practice is to apologize (concisely) and move on, without making a big scene.

Names, Pronouns, and Gender: If you have changed your name (officially or unofficially) from what appears in SIS, go by a nickname, or wish to specify a set of appropriate pronouns, please feel free to ask me in person or by email. Everyone in this class has the right to be addressed and understood by their right name and their gender identity, and no one has the right to challenge anyone else’s self-identification. Everyone deserves trust and respect.

Language Inclusivity Policy

When an assignment or discussion does not require formal language, some instructors encourage their students to write and speak in the way that is most natural to them to promote an inclusive classroom environment.

Sample statement provided by Cory Mathieu with slight modification.

I welcome and encourage you to use all of your language resources in this class. This means that all of your ways of speaking and writing are valued in our classroom as long as you continue to show respect for our learning community. I am more concerned about what is communicated than how. That being said, some assignments will require more standardized, formal language so that you have opportunities to practice writing in ways desired in most professions.

Class Attendance Policy

UWGB instructors adopt a wide variety of classroom attendance policies.

Attendance is required, not simply because you need to be present to learn, but also because we need you as part of our learning community. If you miss class, you are responsible for getting notes from a classmate and for checking email and Canvas for updates. If you miss consecutive days of class, please send me an email to inform me of your situation. Please arrive to class on time, as latecomers are a distraction to everybody in the room. Because I give all students three absences without penalty, I do not keep track of the reasons for every absence. If you have a special excused absence, such as university business, military service, or a serious family emergency, however, please do let me know.

Your participation is welcomed and encouraged as this is a gathering place where we can improve our listening and speaking on a range of social problems and issues. Participation will be evaluated in terms of evidence:

  1. of your preparedness for class (timeliness of assignments, demonstrating you have read the materials, etc.)
  2. that you are present in class in both body and mind (alert, paying attention, listening respectfully, etc.)
  3. of your active participation (asking questions, offering your perspective, providing constructive feedback to your colleagues, etc.)
  4. of your leadership and participation in small group discussions in class.

Teaching Philosophy

Many instructors share their teaching philosophy explicitly with students.

My general philosophy is I want to encourage you to think critically and observe the holistic connections between ideas. I am less interested in your recitation of terms and concepts and more in your understanding of how what we discuss in class ties together. I encourage you to challenge and debate what you learn in class, and never be afraid to ask questions.

TEACHING VALUES: 

You can count on me to do these things:

  • Give your exam review one class prior to the exam.
  • I do not have any trick questions on the exam, what we talk about is what you will see.
  • We may go off topic as we explore different questions and ideas that you are interested in instead of what is exactly on the syllabus.
  • I will be as forgiving as I can with attendance, late assignments, and accommodating to you, but I will hold to the rules of the syllabus to ensure understanding and transparency.
  • I will be a resource for you to grow from and a soft landing pad should you make a mistake.
  • We will use collaborative-based learning as much as possible in this class to help you to be engaged in your learning.

Digital Devices in the Classroom

Many instructors include policies about the use of electronic or digital devices within the classroom. There is a wide variety as to how instructors tackle this issue.

Electronic Devices in the Classroom: There is now overwhelming evidence, based on systematic research, that “multi-tasking” with digital devices interferes badly with learning. Even having a smart phone on the table or desk takes a toll on concentration. Please silence and stow (out of sight) all mobile phones during class. No texting or messaging in class. If you are experiencing a personal emergency that requires you to take calls or receive text messages, consider taking advantage of the three emergency absences that I allow. Otherwise, please let me know about your situation and try to minimize disruptions. You may use a laptop computer, e-reader, or tablet in class for referring to assigned course materials, for in-class assignments, and for taking notes (although, based upon research into note-taking, I do not recommend that you try to type notes in class). Please avoid the temptation to check email, browse the web, etc., during class. If you have trouble staying focused on class, I recommend that you turn off wifi access unless you need it for a specific assignment or discussion.

Personal electronics – You may use your laptop or mobile devices to read the e-book version of the text or complete in-class assignments and exercises. However, using them for any activities that are not class-related activities is against course policy. Please also turn your cell phone to silent or turn it off altogether.

Course Materials and Recordings

Materials for this course, including documents, videos, assignments, quizzes, and lectures, were created or assembled specifically to enhance the learning of students in our class. I want you to use the materials for your own studying, but please realize they may be copyrighted or my protected intellectual property. You must get my written consent first if you want to share lectures, videos, readings, etc. with people outside of our class or on any publicly accessible platform (e.g., CourseHero, Quizlet, other websites, listservs, etc.).
To create the most comfortable learning environment possible for your classmates and for me, I do not allow students to record audio or video of my lectures or our class sessions. An exception to this policy can be made if you provide documentation of official accommodations to record through Student Accessibility Services. Please talk to me if you have questions or concerns about this policy.

Generative AI (ChatGPT, etc.)

ChatGPT and other generative AI products are widely used at this point in our world. In this class, we will focus on developing skills such as critical thinking, creativity, generating hypotheses or new ideas, and communication. These are all skills designed to help you in your development and future, which is why for this course, I am requiring that you refrain from using generative AI tools when completing assignments, quizzes, or exams. This includes, but is not limited to, using them to generate or summarize ideas, create text or code, answer questions or discussions, or review material that you have written yourself to obtain feedback. Any such use of generative AI tools will be considered academic dishonesty (please refer to UWS Chapter 14 for more information). Instead, I encourage you to develop your own ideas and engage in independent thinking, as this will help you learn and grow as a student and as a future professional.

In this class, you may have the opportunity to use ChatGPT or related generative AI tools, but only with my expressed permission beforehand. There may be times where we collaborate with these tools during class activities. Please note that signing up for these tools requires providing personal information and data that could be sold or could be susceptible to data breaches. Therefore, it is entirely up to you to decide whether to use them or not. An opt-out assignment will be provided if you choose not to utilize these tools. Please follow my instructions and guidelines to ensure academic integrity, as using these tools without permission or proper citation/disclaimers is considered academic dishonesty (please refer to UWS Chapter 14 for more information). I encourage you to think of using these applications, when appropriate, as a tool that can aid you in your work but not as a substitute for your own ideas. In other words, using these tools should supplement your own ideas rather than replace them. Remember, we desire and strive to develop your critical thinking and problem-solving skills, and relying solely on generative AI tools may hinder that growth.

Late Work/Deadline Policy

Most instructors include transparent language describing late work and/or policies about deadlines on their syllabus.

LATE ASSIGNMENTS: Late assignments will be accepted as circumstances in life do happen, but please be aware that scores will drop by 10% for each class session late.

Deadlines: Deadlines are important. They help us plan. They motivate us. They keep us on the same page so that we can work together. Submitting your work on time is an important part of completing assignments for college classes, not to mention other aspects of your life. I understand, however, that you may experience an emergency or other circumstance that could prevent you from submitting your work on time. If this happens, please communicate with me as soon as reasonably possible to negotiate an extension. (The only way to get an extension is to ask for it.) Then, when you have completed the assignment, please let me know via email. Keep in mind that if you submit late work, you may miss out on an opportunity to collaborate with or receive feedback from your peers, and your feedback from me may be delayed or reduced, depending on the situation.

Exams (Making Up): Because I understand that illnesses and unexpected emergencies do arise, I will allow you to make up one exam during the semester, under the condition that you exercise due diligence by contacting me with an email or phone message before the end of the class session when the exam takes place. At that time, you must let me know when you can take the exam within the next two business days. It is your responsibility to follow up immediately to schedule a make-up exam. (Note: make-up exams may differ from in-class exams.)

Sample statement provided by Nichole LaGrow.

Each student has one opportunity to request an extension of up to four days to submit the assignment after its due date. In order to use an extension, students should request the additional time at least 24 hours before it is due. To document a personal or familial need that would require you to miss several days of class, please contact the Dean of Students by calling (920) 465-2152. If you are unable to call, a parent or guardian can call on your behalf.

Veterans Services

See also the UW-Green Bay active duty absence policy in full.

Students that are activated for the military may request a complete withdrawal. Individual (not unit) orders are needed if you withdraw during a semester. These orders need to be given to the following offices: Registrar, Student Billing Resources, Financial Aid, and Residence Life (if applicable).

  • Tuition and Fees: Activated students should be given the opportunity to earn their grade or a full refund of tuition should be made.
  • Room and Board: Activated students should be given a refund for the unused portions of room and board contracts.
  • Financial Aid: For students receiving financial aid at the time of their withdrawal, please be aware that the financial aid office is required by federal regulation to calculate the amount of aid (if any) that must be returned. This applies to any student that withdraws and there is not an exception for military deployment. Depending on the amount of aid received and the date of withdrawal in that semester, you may have to repay a percentage of aid to the appropriate aid programs.

If you are interested in doing an independent study during the time you are gone, we encourage you to work out the details with your instructor and fill out the independent study form before you leave. Please contact the Financial Aid Office if you plan to take a class while activated. We want to make this process as easy as possible.

  • Email Account: Please contact the IT Service Desk at gbit@uwgb.edu to extend the activation of your UWGB email account.
  • Parking Decal Refund: If withdrawn within the first 4 weeks, you may be eligible for a parking refund. Contact Student Billing Resources for more information.
  • Library Books: Return any library books, media services equipment, etc.
  • Dining Points: Remaining balance of dining points and pass points are refundable less a $25 dollar administration fee.

The federal government provides options for service members who are being deployed for active duty and who have student loans. As a deployed service member, you may be eligible to delay or temporarily suspend making loan payments to reduce the burden on you and your family. In general, service members will fall into one of three categories:

  • Those currently enrolled in school, have taken out student loans, and are being called to active duty.
  • Those within the grace period of their student loans, have yet to make a first payment, and are being called to active duty.
  • Those currently making payments on student loans and are being called to active duty.

The key for you is to contact the lender or the agency that services your student loans to see if you are eligible for the delayed or suspended repayment benefit. Contact your lender or loan holder to learn more about your options.

When you return to UW-Green Bay, you need to apply for readmission. This is to update your account. The admissions office will also need an official transcript for any classes you may have taken at another institution while activated.

The financial aid application is an annual process and you can file your aid application in advance of your readmission to the University. You can file the Free Application for Federal Student Aid (FAFSA) online by going to FAFSA's website and completing the form for the aid year for which you plan to return.

FERPA and/or HIPPA statement 

The Family Education Right to Privacy Act (FERPA) is a federal law designed to protect the education records of students from kindergarten to graduate school. Read more on UWGB's FERPA overview page.

The Health Insurance Portability and Accountability Act (HIPAA) is a federal law designed to protect medical records and the sharing of patient medical data. “Covered Entities” who must comply with these regulations are Health Plans, most Healthcare Providers, and Healthcare Clearinghouses. Read more about HIPPA on the US Department of Health and Human Services official website.

Student Resources to Consider

UW-Green Bay offers a wide variety of services to help support all aspects of our students’ wellbeing and success. Instructors are encouraged to include a link to this directory of student resources in their syllabi. If you choose to copy and paste any of the descriptions into your syllabus instead, make sure you have the most current information the next time you update your syllabus by checking the Student Resources page linked above.

Importable Canvas Resources on Canvas Commons

CATL has created several Canvas resources that UWGB instructors can import directly into their Canvas courses through the Canvas Commons. To import any of the following resources in your course, access Commons from the global navigation menu while signed into Canvas, and search for the resource by its title below. You can import the resource directly into your course(s) right from Commons. For full instructions, please see the KnowledgeBase guide Canvas (Instructors) – Importing a Resource from Canvas Commons.

  • UWGB Student Resource Module – This importable module provides information to students on how to use Canvas and how to get help from student support services at UW-Green Bay.
  • UWGB Name Pronunciation Recording Assignment – This importable assignment guides students through the process of making a very brief audio or video recording of themselves pronouncing their own name, saving that recording to their Kaltura My Media library, and then adding a share link to that recording to their Canvas user profile’s “Links” section. Students and instructors can then access each other’s profiles through the People page or discussions to listen to each other’s name recordings and learn how to pronounce each other’s names.
  • Kognito Training Assignments – Assign a Kognito training simulation to students as part of your course to prepare them to engage with issues of mental health, inclusion, and wellness. Find out more about Kognito and each available training on the UWGB Wellness Center’s website.
    • UWGB Kognito “At-Risk Mental Health for Students”
    • UWGB Kognito “Cultivating Inclusive Communities”
    • UWGB Kognito “Sexual Misconduct Prevention”
    • UWGB Kognito “Alcohol and Other Drugs”

How Will Generative AI Change My Course (GenAI Checklist)?

With the growing prevalence of generative AI applications like ChatGPT and the ongoing discussions surrounding their integration in higher education, it can be overwhelming to contemplate their impact on your courses, learning materials, and field. As we navigate these new technologies, it is crucial to reflect on how generative AI can either hinder or enhance your teaching methods. CATL has created a checklist designed to help instructors consider how generative artificial intelligence (GAI) products like Copilot, ChatGPT, and more may affect your courses and learning materials (syllabi, learning outcomes, and assessment).

Each step provides guidance on how to make strategic course adaptations and set course expectations that address these tools. As you go through the checklist, you may find yourself revisiting previous steps as you reconsider your course specifics and understanding of GAI.

Checklist for Assessing the Impact of Generative AI on your Course

View the 2024 Checklist for Assessing the Impact of Generative AI on your Course as a PDF.

Step One: Experiment with Generative AI

  • Experiment with GAI tools like Copilot (available to UWGB faculty, staff, and students), ChatGPT, or a similar application by inputting your own assignment prompts and assessing their performance in completing your assignments.
  • Research the potential benefits, concerns, and use cases regarding generative AI to gain a sense of the potential applications and misuses of this technology.

Step Two: Review Your Learning Outcomes

  • Reflect on your course learning outcomes. A good place to start is by reviewing this resource on AI and Bloom’s Taxonomy which considers AI capabilities for each learning level. Which outcomes lend themselves well to the use of generative AI and which outcomes emphasize your students’ distinctive human skills? Keep this in mind as you move on to steps three and four, as the way students demonstrate achieved learning outcomes may need to be revised.

Step Three: Assess the Extent of GAI Use in Class

  • Assess to what extent your course or discipline will be influenced by AI advancements. Are experts in your discipline already collaborating with GAI tools? Will current or future careers in your field work closely with these technologies? If so, consider what that means about your responsibility to prepare students for using generative AI effectively and ethically.
  • Determine the extent of usage appropriate for your course. Will you allow students to use GAI all the time or not at all? If students can use it, is it appropriate only for certain assignments/activities with guidance and permission from the instructor? If students can use GAI, how and when should they cite their use of these technologies? Be specific and clear with your students.
  • Revisit your learning outcomes (step two). After assessing the impact of advancements in generative AI on your discipline and determining how the technology will be used (or not used) in your course, return to your learning outcomes and reassess if they align with course changes/additions you may have identified in this step.

Step Four: Review Your Assignments/Assessments

  • Evaluate your assignments to determine how AI can be integrated to support learning outcomes. The previous steps asked you to consider the relevance of AI to your field and its potential impact on students’ future careers. How are professionals in your discipline using AI, and how might you include AI-related skills in your course? What types of skills will students need to develop independently of AI, such as creativity, interpersonal skills, judgement, metacognitive reflection, and contextual reasoning? Can using AI for some parts of an assignment free up students’ time to focus more on the parts that develop these skills?
  • View, again, this resource on AI capabilities versus distinctive human skills as they relate to the levels of Bloom’s Taxonomy.
  • Define AI’s role in your course assignments and activities. Like step three, you’ll want to be clear with your students on how AI may be used for specific course activities. Articulate which parts of an assignment students can use AI assistance for and which parts students need to complete without AI. If AI use doesn’t benefit an assignment, explain to your students why it’s excluded and how the assignment work will develop relevant skills that AI can’t assist with. If you find AI is beneficial, consider how you will support your students’ usage for tasks like editing, organizing information, brainstorming, and formatting. In your assignment instructions, explain how students should cite or otherwise disclose their use of AI.
  • Apply the TILT framework to your assignments to help students understand the value of the work and the criteria for success.

Step Five: Update Your Syllabus

  • Add a syllabus statement outlining the guidelines you’ve determined pertaining to generative AI in your course. You can refer to our syllabus snippets for examples of generative AI-related syllabi statements.
  • Include your revised or new learning outcomes in your syllabus and consider how you will emphasize the importance of those course outcomes for students’ career/skill development.
  • Address and discuss your guidelines and expectations for generative AI usage with students on day one of class and put them in your syllabus. Inviting your students to provide feedback on course AI guidelines can help increase their understanding and buy-in.

Step Six: Seek Support and Resources

  • Engage with your colleagues to exchange experiences and practices for incorporating or navigating generative AI.
  • Stay informed about advancements and applications of generative AI technology.

Checklist for Assessing the Impact of Generative AI on Your Course © 2024 by Center for the Advancement of Teaching and Learning is licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International

Want More Resources?

Visit the CATL blog, The Cowbell, for more resources related to generative AI in higher education.

Need Help?

CATL is available to offer assistance and support at every step of the checklist presented above. Contact CATL for a consultation or by email at CATL@uwgb.edu if you have questions, concerns, or perhaps are apprehensive to go through this checklist.