Persistence Project Strategies

Below you'll find some strategies for implementing the four required Persistence Project activities in your class. You can also download a pdf of this guide.

A pdf guide for online class is also available to download.

Jump to the strategies for each activity:

1. Communicate your belief that all students can succeed in your class
2. Learn and use students' names and have students learn each other's names
3. Give formative, success-oriented feedback on an assignment or quiz
4. Get to know your students

You can also view Colleague Strategies

Activity 1: Communicate your belief that all students can succeed in your class

Set clear, high academic standards, but not policies that easily doom students; send a clear message that there is support available for students who struggle.

How do I do it?

• Include language on the syllabus that every student has the potential to succeed in your class.
• Throughout the course, verbally reinforce that every student can succeed, especially before challenging assignments or tests.
• Consider policies like flexible deadlines, no harsh penalties for minor issues, etc.
• Use the Course Introduction section on the Canvas template to set expectations and clearly outline class policies.  

Activity 2: Learn and use students’ names and have students learn each other’s names.

Using students’ names and having them learn each other’s names, creates an atmosphere in which students feel more comfortable interacting and shows your students you care about them as individuals.

How do I do it?

• Use name tents—research has shown that having students make and use name tents is correlated to significant positive results on student learning and motivation.
• Annotate your class roster with 1-2 prominent physical characteristics or facts about each students, perhaps those shared in an opening icebreaker.
• This Faculty Focus article includes ideas for helping students learn and use each other’s names. 
• Encourage students to set up their profile in Canvas; request that students add a profile picture and short biography including their majors and interests. 
• Encourage students to record their names in NameCoach, so you and the other students can hear the correct pronunciation.

Activity 3: Give formative, success-oriented feedback on an assignment or quiz.

Choose one of these options (we recommend using the same strategy for all students):

1. Give written/recorded feedback on an assignment or quiz, OR
2. Meet with students to share feedback on an assignment or quiz

How do I do it?

• Canvas offers robust tools, such as the Media comment feature, to provide recorded audio or video feedback, in addition to traditional written feedback.
• Consider “revise and resubmit” options for students to improve their initial work.
• Students can respond to comments on assignments, and you can request that students reply to feedback on assignments. 

Activity 4: Get to know your students.  

Choose one of these options (we recommend using the same strategy for all students):

1. Hold a 15-minute "get-to-know-you" conference with every student, OR
2. Have students complete a non-graded “get-to-know-you” activity in or after the first-class

How do I do it?

• For either activity, explain (on the syllabus or in-person) that you want to get to know your students and begin to build classroom community.
• Conference—use this meeting to learn more about your students, both academically and personally; to reiterate that the student has the ability to be successful; and to share campus resources to support them.
  • Consider meeting with students outside your office, in a space where students are more comfortable (e.g. residence halls or Gallagher).
  • Ask the same 2-3 questions of every student, and use follow-up questions as appropriate. “How can I help you be successful?” is an effective question to ask every student.
• Activity/assignment—reassure students that only the instructor will see their final product.
  • “Where I’m From” poem—share the poem by George Ella Lyon and ask students to complete their own using the template or create a photo collage based on the prompts.
    • Download template pdf or template doc
  • “This I Believe” (guidelines)—assign to students as an essay or video/audio assignment
  • We recommend writing your own version and letting students know; if you feel comfortable, you could share your version in Canvas where all students can see it.
  • Both of these activities can be added to your Canvas course from Canvas Commons.
• Consider pairing this activity with the first-day info sheet or similar to gather information about students’ mindsets and emotions and to set and communicate the classroom climate.
• You can learn basic facts about your students, such as if they are first gen, commuter, veteran, etc., in the “Professor Home” section in EAB; contact Stephanie Daniels (danielss3@xavier.edu) if you need help with this function.
• Consider giving students credit toward final grade for attending meeting or completing assignment; you might also meet with students during class.
• Use information gleaned from this activity to emphasize topics and themes that particularly interest students.

Colleague Strategies and Tips

We encourage you to submit your own successful strategy to cte@xavier.edu with "Persistence Project strategy" in the subject. 

These strategies are included as submitted. 

Fall 2023

Amber Brogden, Health Services Administration

To attempt to build community in the classroom, I intentionally emphasize the importance of communicating with your team.  I start each class with a strong "good morning", "good afternoon" or "good evening".  If the students don't respond, I do it again and remind them that it is important to engage and address those you are working with.  I typically get a giggle, but they all will smile and say hi back! 

Angie Liggett, Forensic Nursing Programs

All of my courses are online since my students are all over the US.

Activity 1: I communicate to my students in the welcome message and in their draft assignments that our team is here to help them learn, get the best grade possible, and for their success.  I am fairly lenient in deadlines and tell my students I understand there are other forces in their lives that may affect their ability to submit assignments on time. I reinforce if that happens, to please communicate with me and provide a plan for submission.

Activity 2: Students are encouraged to greet other learners in their written responses to discussion posts.  My Icebreakers include answering three questions from a list about their personal interests. In one course, I have them create a vision board and describe the pictures they use.  I also describe how the Icebreaker addresses each of Xavier’s values and encourage them to use them within their assignments throughout the course.

Activity 3: I made assignments for the students to meet with me via Zoom so we could discuss their drafts. I have found that they are much more engages, accountable, and inspired by the feedback I provide. In my courses with scholarly paper assignments, I create draft assignments for them so that they can get my feedback, revise their papers, and get better grades. This is an opportunity to teach them about improving academic writing.

Activity 4: As above in Activity 2. The students choose what they are willing to share about themselves in the icebreaker assignments.

Kelly Crowe, Biology

For my relatively large physiology classes, I wanted students to physically locate my office early in the semester so that they would feel more comfortable coming to office hours and asking for help. To facilitate this, I added the following question to my first week’s assignment:

“Stop by Dr. Crowe's office in Albers 308A (pop your head in and say hi if I'm in there!) What is your favorite doodle on the whiteboard outside of my office? (If you don't like the current selection, add your own using the available marker!)”

Maha Alardah, Montessori

Activity 1: I used the “Tent Name Tag” and asked each student to write his/ her name as they like to be called and be creative. 

Activity 2:    I asked my students to share their interests, hobbies, favorite food, or any other information about their background. To facilitate this, I provided them with magazines, crayons, markers and stickers to create a collage that represents themselves. Each student had about 3 to 5 minutes to present their collage and share more about themselves. 

Activity 3: “Within the child lies the fate of the future”- Maria Montessori. As human beings, we are not merely passive receivers of knowledge, but rather active participants in our own learning journey .I encourage each student to explore different centers within the room and choose a Lesson plan that interests them. By doing so, they can engage with the objectives of the lesson and actively look to understand its purpose.  

Activity 4: To ensure organization and then engagement within the classroom, I made labels for each learning center inside the classroom.  I distributed these labels to the students and encouraged them to discover the corresponding center. This approach fostered curiosity as they actively searched for the matching center. Also, to observe how it is thoughtfully arranged, clean and visually appealing for children to explore and learn.  

Cheryl McKinley, Philosophy

Activity 1: I posted an announcement on "Time Management Tips" and "How to be Successful in the Course" that builds upon the Information Module. I posted a welcome announcement and pointed students to the Course Information Module > Course Introduction > Student Learning Resources > "Student Orientation to Learning at Xavier."  

Activity 2: I assign an Introductory Discussion and have students put the first name of the student when replying to another student's introduction, which helps students learn each other's name as well as it helps me to learn student names. 

I keep a journal on each student to track progress beyond grades, such as a student's understanding and insight of the material in the course. In feedback, I will then make a connection to what a student has learned to their intended study in college (as noted in the student journal that I keep on each student).   

I also posted an ice breaker video in Module 1 regarding Artificial Intelligence. I intend to insert various ethical considerations regarding generative AI throughout the course to encourage students to ponder this growing technology. Currently, it is not a requirement that students use ChatGPT, but if they do, I suggest they copy the ChatGPT link into the comment box upon submission (instructions provided). I encourage students to explore ChatGPT as a learning tool and that way, I can see the kind of interaction by the copied link. [Students must first sign up for an account which is voluntary - there are no points gained nor lost for not using generative AI in their work. Currently, it is an exploratory tool for them to consider.]  

Activity 3: I give detailed feedback on all assignments, but especially short paper assignments. I plan to give students the option (without penalty) of revising their papers so they can develop enhanced writing skills. I waived the late paper penalty on all papers throughout the course. 

Activity 4: I plan to update my student journal each week to track progress and to communicate a student's major milestones in learning through the assignment feedback. My druthers are that student engagement improves when student confidence improves. If I provide my students with the right kind of tools, then student success will occur, and student success is one of the most welcoming feelings a student can have during the semester.   

Matt Cummings, English

Instead of having students introduce themselves to the rest of the class, as I’ve always done in the past, I had students move to a different location in the room (so that they wouldn’t be next to anyone they know or anyone they might have gravitated toward for superficial reasons), and I had them interview each other and then introduce their partners to the rest of the class.  There were four basic questions they had to answer:  their names, where they are from, what is their expected major and why they’re interested in it, and something interesting and/or surprising about them.  To my delight, almost all the students continued to talk enthusiastically for several minutes after the initial interview questions had been answered, which completely transformed the classroom dynamic from one of quiet politeness (or boredom/trepidation) to one of eagerness and curiosity.  Students then seemed to feel much more comfortable presenting their classmates and their interesting stories to the rest of the class than they have typically seemed when presenting themselves in the past.

Michele Bailes, Classics and Modern Languages

On the first day of class, I have students write a bio about themselves, with provided prompts and freedom to add any relevant information they feel important. I stress that information provided on the bio sheet will be shared with the class unless stated otherwise. At the beginning of each class for the first few weeks, I highlight different students, discuss their bio's and engage them in conversation so the entire class can get to know them. I repeat this process until all students have been highlighted. 

Rev. Abby King-Kaiser, Theology

I am teaching Theo 111 for the first time, after lots of years getting to know our students in co-curricular spaces. My biggest worry was getting to know them, and maybe their resistance. In programming, I worked with students who wanted to be there. What would it be like to get to know students who "had" to take Theo 111?

To start exploring what theology and its impact on the world, I had them make a mind map of their personal journey, and how religion, theology, spiritual experiences, or the religious context of the places they had been impacted their lives. Their reflections were heartfelt, authentic, and brought up big theological questions without prompting. I responded to each with a hand-written note, and they will get them back at the start of week two. The reflection will also help them build up to their first paper, which I focused on in their feedback. I feel like I now know the cohort so much better. I was surprised in a good way by the quality of their reflections and how much better I know them now.

Ruth Casada, ABSN

Before the semester started, I have printed out my course rosters with student pictures. Before heading into the classroom or student lounge, I review the student pictures as names. Then, when I interact with student I have a better chance of remembering individual names.  

During new student orientation each individual students introduces themselves, shares their prior degree, and if they want, also share why they are pursuing a nursing degree. Students are asked to state their name first, and end with their name again. I then said it's nice to meet you, insert name, and a connection I was able to identify with them or a congratulatory statement for recent accomplishment. Repeating their name multiple times, helps individuals remember names. 

Each course begins with an introductory discussion posting and students are encouraged to read through all postings to build relationships. Students are also encouraged to form study groups when they enter the nursing program and work together for success. While students are on campus, I will walk into the student lounge and interact with students through encouragement, support, guidance, and a friendly conversation. 

During the course that I am the only instructor, assignments are given responses on the actual document with further explanation of concepts. Rubrics include detailed discussion of why point deduction may have occurred. The the assignments have instructor comments that detail the overall assignment performance, include further guidance of detail is missing, and use the sandwich method. 

Both courses include weekly course announcements that detail the weekly assignments. The lecture times are synchronous learning sessions and encourage student interactions. Weekly office hours are offered three times per week, one hour each, to allow flexibility in student schedules. 

Eileen Alexander, Health Services Administration

This fall, I have several new-to-me student accommodations that make going around the room with verbal introductions difficult. So, I created this low-point assignment, which was well-received & fun to read/grade. In addition, this was a way to allow extra time. My feedback included thanking students for getting to know one another, & awarding an extra point for those who responded to more than the minimum number of classmates.

In-class online Discussion: Introduce yourself & get to know one another 

Let's get to know one another!

At the beginning of class: Take 5 minutes to post about yourself. Tell us:

1-2 sentences about yourself, e.g., where you're from, siblings, hobbies or sports, etc.

1-2 sentences about why you chose HSA

Then, read & respond to your classmates (at least 2)!

Grading:

• Did you complete each key point? 
• Are your posts well-written (spelling, grammar)?

    If this is challenging, write first in a Word doc to catch most errors, then, copy/paste.

• Did you comply with the technical requirements (i.e., 1-2 sentences for each point)?
• Did you say something meaningful or helpful (vs superficial)?

Tim Curl, Nursing

I utilized the “Where am I from Poem”, as well as name cards on the desk, and having each student introduce themselves the first day. We do a group class assignment each class, so I have them get into different groups each class, so they get to know more of their classmates. For me, when they are working on a group assignment, I look at their name card and the student to work on learning each of the student’s names. The Poem has actually been extremely interesting and revealing about the student to read.

Andrea Weickgenannt, Accountancy

In terms of getting to know the students and having them get to know one another, there are two in-class strategies that have worked well for me. On the first day of class, I had students meet another student from the other side of the room, then after a few minutes of chatting, they introduced their partner to the class. On the second class meeting, we did a Bingo activity that is a sort of student mixer. After doing these two activities at the beginning of the semester, along with the get-to-know-you meeting, the in-class discussions and Q&A have been very fruitful!

In the past, my strategy for calling on students involves two decks of cards. The students draw a card (during the first or second class meeting) from one deck and attach their card to their name tent. When I try to stir-up class discussion, I often begin by drawing a card from my second deck, and whichever students has that matching card is asked to begin the dialogue. This is a good strategy to make sure there’s no bias in calling on students. This semester, I have not resorted to this method much yet because I great mix of volunteers to kick off our discussions.

Spring 2023

Kelly Austin, English

I hold individual conferences with my FYS students the first few weeks of class.I get to know more about them, and we follow up on course readings about vocation. These conferences are the space where students tell me about their interests and challenges, their successes and their goals. It’s also where many students give me information I wouldn’t know otherwise, like a student telling me they have a chronic health condition, or students who explain why they don’t feel comfortable speaking up in class. One student wanted me to understand that they are paying attention and engaging with the content, but that participating is excruciating. It reminded me that we don’t always have a full picture—I’d been wondering if this student was falling asleep. One thing I do for students who identify anxiety around public speaking is provide them with a bright sticky note. (I stole this from academic Twitter.) I tell them if they are having a day where they just can’t participate, put the note on their desk. It will signal to me that they are trying, but that being present might be all they can manage that day. I have yet to see a student use the note, but there’s always a huge sigh of relief when I hand it to them.

Annie Ray, Biology

I have really been emphasizing the importance of learning each other’s’ names and building community. I always get a chuckle when I tell them that that lifelong friends are made in intro biology and that I was in the weddings of two people that I took General Biology with. This past week, after my students completed their pre-class assessment quiz, I asked them to write the names of their team members on a piece of paper. I didn’t grade it and I didn’t collect it. The goal was for them to reflect on whether they are building community. I am going to follow up this week with a GRADED quiz item over their team members’ names. I hope this will encourage them to engage with their group members and build relationships.

Madeleine Mitchell, Classics and Modern Languages

Below is a description of an “Active Listening” warmup activity I do a couple of times with my classes in the early weeks of the semester.  It helps students to get to know each other better and develop their communication skills.  It also really helps to create class bonding and a sense of class community and belonging.

Persistence Project Class Warmup (pdf)

Cindy Dulaney, Psychology

After verbally talking about success in the class, I had each student select a card from this set (sealed in an envelope).  Positive affirmations for students.  Note:  Most of these are gender neutral, but before sealing envelopes, I did put a small * on the few cards that used she/her pronoun, etc. and told students that is what the asterisk noted.  I like these cards because they are personal (each person gets card to keep) and it is lasting (at least I hope they keep it and read it again from time to time). These cards are also nice because every one has the same message on one side (You are important and valued) and a unique message on the other side. And the sticker for sealing the envelope says “you are valued” so it is a triple hit of affirmation. 😊 I also assume/hope that it helps students realize that I am supportive and approachable, such that they will be more likely to meet with me throughout the semester to support their learning.

Liz Johnson, Computer Science

At the end of each 15-minute appointment with my CSCI 180 students, I let them pick a duck to take. It's a thing in computer science to do rubber duck debugging (https://rubberduckdebugging.com/) but I think it could really work for any major. I tell them that they should put the duck beside their laptop and use it to talk to about programming bugs but also just as an encouraging companion.  Students seem delighted to pick a duck and it's a fun way to end the appointment.

Bashir Tofangsazi, Sociology

I have made it mandatory for all students to meet with me (accounts for a portion of their participation grade). When meeting with students, I try to learn a little more about them, and I ensure them that I'll be there to help them if they have any questions or need help with any portion of the course. I also let them ask me any questions they might have. I think this strategy is helpful in establishing rapport with students. Also, I think it'll help students who are a little shy talk more in class. 

Hollie Johnson, Education

The first day of class everyone creates a name tag with card stock.  On it, I ask them to write their name as well as write it phonetically to be culturally responsive.  I invite them to share pronouns if they would like to. I give everyone in the classroom a playing card with a number on it from Ace-King. They write the number of the card on the top left, the color of the card on the bottom left, and the suit of the card on the top right.  This gives me three ways to get them into groups. For the 4th corner, they take a fun personality test and put their results. For example, last semester we did a color personality test. So, I could group with different or same colors. With the cards, I ask them to find their number partners.  So, all of the 2’s get together, etc.  They introduce themselves in the group. Then I ask them to find their suit partners, etc. From there, they pair up and share an interesting fact about their partner to the class. I use the name tags to take attendance each week.  I stand at the door, take their name tag as they walk out and say goodbye using their name. 

Jennifer Chubinski, Health Services Administration

I did the “Where I’m from Poem” with both my undergraduate and graduate class. It was a very powerful and personal way to start the semester. It was hard to stand in front of the class and share more personal details, but it led to rich and wonderful conversations with the students.

Renea Frey, English

Strategy #2 and #4: I use "table tents" for names and pronouns, but I also have students draw a picture of something they care about on the tent as well. This helps with learning students' names (both for me and for student-to-student interaction) and students tell the class about the picture they drew and what it means to them, which also helps us get to know each other better. I've also started the practice of coming to class fifteen minutes early to just "hang out" with students — I've let them know this can be used to answer questions, but that it is also a time to just chat and talk about life. 

Cheryl McKinley, Philosophy

Richard Polt, Philosophy

Simple way to accelerate learning each other’s names: Sit in a circle (or rectangle) and have everyone write their first name on a tent of folded card stock that goes in front of them. Write the name on both sides of the tent, so that people sitting next to you can also read it.

Mack Mariani, Political Science

One strategy that I'm using this time around is low stakes assignments.  They can take practice quizzes on the publisher's site that don't count for anything and I have them take an open-book "mid-midterm" quiz on canvas that counts for about 1% of the course grade.  It's low-low stakes, but keeps them engaged.  

For the 6-page paper assignment later in the semester, they contribute two 2-page drafts during the semester that are also low stakes. So they will have drafts of 4 of the 6 pages they need before the stakes get higher.   The hope is that this approach reduces the stress they feel ahead of the deadline.