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I am not a fan of "extra credit" in general, but this faculty member has a compelling structure for it. I see three strengths: extra credit is available throughout the semester, not just at the end; it's based on reflection and analysis, not just attendance; and it encourages students to participate in campus events while using the lessons of the course.

Kimberly Van Orman uses "naïve tasks" to get students to make predictions based without advanced subject knowledge, creating a chance to reflect on their reasoning and spark curiosity.

Peter Rutkoff reflects on his Deweyan philosophy of teaching and the way it is enacted in community-based learning in an article for the GLCA/GLAA Consortium for Teaching and Learning.

Interesting to connect the job of helping students prepare for end-of-semester assignments or exams with the goal of bringing a sense of closure to your course.

An English composition instructor reflects on the difficulty of initiating the transfer of skills across disciplines and contexts and recounts his own struggles learning to write for a broader audience.

What if you asked students to answer an open-ended question as a way of taking attendance? "When we trace back the meaning of attend through Old French (atendre) to its Latin root (attendere), we can see that when we attend, we are "stretching our mind toward" something. The attendance question gets students to pay attention through inviting them to stretch their minds toward a question which has no right answer."

Some interesting examples here of questions you can ask students to help cement the major concepts of your courses. (Some of these would fit in nicely as part of your personal questions in the course evaluation system!)

We're getting some terrific tips about remote and hybrid teaching on our new site - check it out and let us know what's working for you!