CTRL Student Partners: Capturing our Conversations

CTRL Student Partners meet weekly as a group and with the CTRL team to discuss how to strive for equity and inclusion in teaching and learning at AU. Those meetings are typically framed by a question of the week, determined based on current events, timing in the semester, student partner interest, or alignment with other CTRL programming.

Click on the questions below that interest you to reveal what the CTRL Student Partners had to say!

The Student Experience

Empowering Students: How can faculty empower students to leverage their experience and abilities in today’s educational and societal context?

October 7, 2024

What Students Think

“Today’s students” are not different in a way that makes them deficient in comparison to “yesteryears’ students”; rather, they are actively seeking means to make sense of their education and pushing boundaries to try to incorporate ongoing political and societal experiences into their learning. They also seek to learn how the work they do in courses advances their academic and professional goals—this can be viewed by faculty as opposition to work.
“Nowadays people see college as something that hinders you rather than propels you forward,” given how the cost of attending college has escalated. This creates additional pressure on students to earn high grades and earn the worth of their costly education.
Some things remain the same across generations: limited time and resources, motivation to set yourself up in the best position to excel after college and ensure job security.

What Professors Can Do

Attempt to inculcate a holistic understanding of students and their needs and perspectives, rather than impose strict or seemingly strict measures that purport to achieve equality and prepare students for the real world.
“Create inclusive spaces for diverse student voices.” Make all students, especially those from marginalized communities, feel valued and heard. “Creating a truly inclusive and empowering learning environment is a collaborative effort that requires commitment from all sides.”
Not be complacent with their teaching and actively seek feedback from students on what works best for their learning, while being attuned to the broader institutional, political, and societal context in which students are learning

Financial Burdens: How does the financial cost of AU impact your decisions, motivations, expectations, and time management while at AU?

October 21, 2024

What Students Think

“It touches everything. I don’t go a day without thinking about money. I am here to get a job to make money in a future career; if money wasn’t a factor in the future I wouldn’t be studying what I’m studying.”
Students are motivated to work harder because of the cost but also might use it as justification for cheating. “I heard someone in my class say, ‘If I’m paying so much for this class, I’m going to get an A in it.’”
Cost also inhibits learning because it creates extra pressure, and most students end up working a job to compensate.

What Professors Can Do

Support students in developing employer-valued skills AND make it clear how the skills, mindsets, frameworks, and ways of thinking that students will gain from the course are transferrable to life and career, especially when it’s not obvious.
Bring in guest speakers who can make direct connections to the “real world.” Help students understand advocacy work.

Current Events: Should instructors address the election, or other controversial current events? If so, how?

October 14, 2024

What Students Think

Conversations tend to be very theoretical, but people are living and dying. Talking about issues in a purely academic way or only in relation to the curriculum downplays how the issue affects students personally. “We need to focus on how people’s lives are going to change.”
Since we’re in a very political part of the nation, a lot of friendships tend to break because of differences in political opinion, especially in relation to controversial issues. Interpersonal challenges provide another level of stress.

What Professors Can Do

Regardless of discipline, acknowledge the event and acknowledge that it is affecting students in real ways and emotional ways.
Professors must be confident in being able to moderate and regulate the discussion effectively. Poor handling could result in certain students feeling marginalized. Be aware of what is and isn’t misinformation.
“So generally, I feel like if a professor is feeling unprepared that’s something to be honest with your students about, and I’ve also seen students naturally become moderators in discussion. Set guidelines, like being respectful and making sure we’re like bringing evidence in this conversation.”

Support in Political Context: How can we support each other post-election?

November 11, 2024

What Students Think

In times of stress or despair, what’s most important and valued is flexibility and choice.
“Professors need to be cognizant of their positionality in the world in addition to in the classroom. What privileges do they have that their students might not?”

What Professors Can Do

Be aware that there are people in the room who are personally impacted by political outcomes and that can affect their ability to engage and learn. What might be an academic exercise l for some might be a lived experience for others.
Ask students what they need, rather than assume. Acknowledging and asking goes a long way.

Summer for an AU Student: What are some of the ways that AU students spend their summers? How can professors help you with post-graduation and summer experiences?

April 8, 2025

What Students Think

“Depends a lot on the student, where they’re from, what they’re studying; this summer, working on campus; a lot of people go home to work—it really varies.”
“Every single senior I know had a job offer that was rescinded (govt, NGO, non-profits); most people are scrambling to find jobs, taking one-year unpaid post-grad internships.”
Students noted how financial and class differences shape what is possible. “Class difference comes out in the summer more than the school year—who has to work versus who has parent support.”
Others talked about how faculty expectations don’t always match student reality: “AU puts a lot of emphasis on seeking these opportunities… but the question is, if we’re going to put that pressure onto students, then we should be a part of that process and support them in securing that position.”

What Professors Can Do

Share internship and fellowship opportunities you hear about, especially ones that are paid or outside traditional pipelines.
Talk about your own career path and where your degree has taken you; students find that grounding.
Bring in guest speakers or alumni to discuss career options and pathways that reflect a range of student interests and financial realities.
Acknowledge that some students are working full-time jobs or supporting their families—flexibility and understanding matter.

Rest is Critical: Why is rest so important and how can you make time/give yourself permission to rest? What can professors do to support physical and mental restoration?

March 4, 2025

What Students Think

“When you’re sleep deprived, you can feel the shift when you’re in class: it’s more difficult to retain information. Also, it filters into your entire week, and aspects besides schoolwork. When you’re sleep deprived, one can appear grumpy and be perceived as rude.”
Students spoke openly about the toll of overscheduling. “A week off does not fix the problem of overscheduled, under rested students and not having balance (work/life).”
Many pointed out that spring break often adds more pressure than it relieves: “My biggest thing in the context of AU is like my week after spring break is so much worse than a normal week of school for me. A lot of my classes are like because you have the week off, you have doubled the reading.”

What Professors Can Do

Avoid assigning major work immediately after breaks or doubling the reading load during them. What is meant to be rest often becomes more stressful than a regular week.
Acknowledge that students are managing heavy course loads, jobs, and family responsibilities; even a simple recognition of that goes a long way.
Create space for rest in class through small gestures like movement breaks, fidget tools, or moments of pause—and consider offering light activities when possible.
Speak honestly about boundaries and care. Rest isn’t just a tool for getting more done. It matters because students are people first, not just learners.

Classroom Practices

"Doing the Reading": How can professors design course reading assignments to ensure students engage deeply with the material?

September 23, 2024

What Students Think

“One of my favorite things was when a professor had us look at context about the reading – when was this put out, what was the authors perspective, who are they. The idea that no information exists in a vacuum makes you think a lot more about these things beyond the textbook.”
“Make the readings feel like they matter. Explain the larger context, explain why you’re assigning it—is it fundamental? Requiring their use in assignments shows their importance.”
“When I can leave class knowing that I’ve made connections is such a great feeling…it boosts my engagement and energy with the course.”

What Professors Can Do

Communicate to students why a reading is assigned, how it fits into the course, and how it connects to broader themes or assignments.
Offering readings alongside multimedia options like podcasts, videos, and case studies caters to different learning preferences and enhances understanding.
Expecting students to utilize readings in activities like student-led discussions and reflective journals make reading feel purposeful and connected to their learning process.

Gamification: Have you experienced any type of gamification or game-based learning in your courses? What was it like, and what impact did it have on your learning?

September 16, 2024

What Students Think

Gamification could be a motivator. “Challenge the dominant narrative that just because you’re in higher ed, you can’t have fun with learning.”
“It’s a way for professors to connect with students…teaching the content and making it fun, so you’re retaining their attention.”
Students go out of their way to create learning games for themselves, but it would be valuable to have some level of gamification in all learning “I would do anything for my professor to make a Kahoot…that would be an excellent way for me to realize I really need to study”
“When done well, gamification could be used to bridge gaps between students who are doing well and those who are not doing well. But if done poorly, it could widen the gap between those groups of students” For instance, games that prioritize speed are inaccessible, and that approach is typically not recreated on exams

What Professors Can Do

Establish participation policies that integrate flexibility, like there are 8 discussion boards and you get to miss 1, or 5 quizzes and the lowest score is dropped. Policies where students get to decide when and how to use their “free pass” are very motivating and appreciated.
Make sure gamified learning is accessible and in line with the learning outcomes and course assessments. Gamification should help students practice and prepare for larger assessments.
Rather than having students compete with each other, have them compete with themselves, or join forces to compete as a group, like the class community against a standard they’re trying to reach as a team. “If you’re trying to reward people for doing well, how do you make sure you don’t punish people for NOT doing well?”
Sometimes students can feel that gaming is “infantilizing.” Bringing more autonomy and input from students can help them have more ownership in the games.

Structured Flexibility: How can professors balance structure and flexibility to create an environment that accommodates individual needs without sacrificing academic rigor?

September 9, 2024

What Students Think

“At the end of the day, it comes down to communication. How do we clearly communicate policies and expectations?”
“We live in this push/pull of ‘you’re college students, we trust you, but also, we don’t trust you at all.’”

What Professors Can Do

Professors should communicate the reasoning behind their policies, such as late work or AI use, to foster mutual understanding and respect. Transparency legitimizes authority and reduces student frustration.
Students feel more engaged and respected when professors emphasize collaboration, avoid punitive “gotcha” policies, and design assignments that reflect trust in their capabilities.
Flexibility in attendance, deadlines, and participation policies allows students to navigate challenges while maintaining accountability.

Information Literacy: How can we help students to critically evaluate the credibility of media sources and engage thoughtfully with diverse perspectives in today’s information landscape?

October 28, 2024

What Students Think

“Urgent social media and news headlines are important, but how do we go beyond that. Do we stop at the headline on Instagram? Or do we go beyond and read one source or more than one source?”

What Professors Can Do

Provide students with skills and tools to critically engage with a variety of media, including social media, global news sources, and independent journalism, while understanding their biases and reputability.
Give practical guidance on using library resources, evaluating editorial standards, and maintaining critical engagement beyond their university tenure. For instance, how can students access credible news when they no longer have access to the University Library?
Emphasize the importance of recognizing bias, the influence of funding, and the limitations of “neutral” reporting, while fostering an understanding of the structural challenges in media systems.

Last Day of Class: What do you appreciate happening on the last day of class?

November 4, 2024

What Students Think

Options for review of final exam or assessment: format, study guidance, important concepts. Review sample questions in small groups.
Students appreciate open conversation reflecting on the entire course: What did we learn? What are our lingering questions?
“The last week is also the most stressful.” “If a professor went out of the way to make the day worthwhile, I would really appreciate it because they are showing their students they really care; I would recommend the professor to others.”
Students enjoy dreaming of different kinds of futures of where we could be.

What Professors Can Do

Plan some class activity that acknowledges that it’s the last day of the course and the end of the time spent together during the semester. “The last day of class is definitely a missed opportunity for a lot of people and the abrupt ending can be frustrating.”
Ensure that all students get to partake in last-day activities, paying special attention to students who may be taking their final exam at ASAC.
For senior-level classes, prepare students for post-graduation life. Talk about job and networking opportunities.

Universal Design for Learning: What are some small changes that professors can make towards greater accessibility?

March 4, 2025

What Students Think

“Not testing or grading speed, instead focusing on knowledge – addresses a lot of different categories of disability.”
“Slides is one of the accommodations that never gets followed.” Even when students have official accommodations, the lack of follow-through leaves them unsupported. Others echoed how hard it is to always be the one advocating.
Students also questioned faculty assumptions: “What’s the harm in students being more prepared by having the slides in advance?”
“Pushing students to participate in certain ways for the sake of their growth is very different than requiring students to participate in certain ways and punishing them for not being able to or not being comfortable.”

What Professors Can Do

Post slides before class, even if it’s just minutes in advance. This supports students with visual impairments and learning accommodations and helps everyone come to class more prepared and less anxious.
Offer multiple modes of participation—like small group discussions, written prompts, or follow-ups by email—so students can engage in ways that match their comfort and communication style.
Rethink “no tech” policies that single out students with accommodations. Consider how your classroom policies may unintentionally disclose or isolate students.
Vary the types of assignments you give across the semester so students can demonstrate learning through writing, speaking, visuals, or other formats. This supports accessibility without lowering standards.