Content Refresher: Create a Video Explainer for Rubric Criteria

For years, we have asked our ACUE Certified instructors what they would find valuable in a community, and, consistently, we have heard the response “content refreshers,” or brief reminders about practices learned in ACUE courses to inspire continued implementation.

In order to identify which practices to highlight, we took a deep dive into your aggregated Practice & Reflect survey data. Which practices represented new learning? Which practices did you implement the most? The least?

Our first content refresher features a practice that represents new learning for a number of course-takers but can have a significant impact for students. This practice, “create a video explainer for rubric criteria,” increases transparency about assignment expectations and can lead to fewer questions and higher quality submissions. 

In the video below, you’ll hear from Dr. Andrea Jackson and Professor Mya Rome about how they use this practice and from students about the benefits.

As you prepare to create your own rubric explainer video, we invite you to review our implementation guide

Is this a practice you planned to implement when engaged in your ACUE course? Return to your What’s Next Report to check off this practice and others you set plans to implement.


Expert Dive: Motivating Students to Learn: A Q&A with Dr. José Bowen

What strategies can we use to help motivate students so that they can develop a more positive attitude toward learning and achieve greater success? Hear from Dr. José Bowen, a distinguished scholar, author, musician, and recipient of the Ernest L. Boyer Award recognizing contributions to American higher education, about practices to help increase student motivation.

Ask YourselfHow do you know what matters to your students, and how do you use that information to motivate them to learn?


Ask YourselfWhat strategies do you use to help students believe that your course content matters? Have they been successful? Why or why not?



Ask YourselfWhat incentives do you use with students to elicit desired learning behaviors? Have these been successful? Why or why not?


Michelle Miller

Expert Dive: Teaching for Students to Remember

How can we support students in retaining course content so that they can demonstrate mastery on assessments and apply their learning in other contexts? Hear from Dr. Michelle Miller, a professor of psychological sciences and President’s Distinguished Teaching Fellow at Northern Arizona University, about practices you can implement to help students commit new knowledge to memory.


Why isn’t “reviewing” content helpful for our memories?

Ask Yourself: What’s one bit of knowledge you can recall from your own formal education? Why do you think you’re still able to remember it?


Why is coherence important to our memories, and what might instructors do to add coherence to the content they teach?

Ask Yourself: What strategies have you used to help students establish a coherent framework of course concepts? Have they been successful? Why or why not?



What are the benefits of using retrieval practice in low-stakes testing environments?

Ask Yourself: What are some benefits of retrieval practice? What are some strategies you currently use to help students retrieve knowledge in your courses?


What retrieval practice strategies might instructors integrate into their courses?

Ask Yourself: What is one retrieval practice strategy that you would like to add to your course? How do you think it will help students learn and retain more challenging concepts?


What is distributed practice, and how does it support long-term retention?

Ask Yourself: How might you teach students about distributed practice?


What is interleaving, and how might instructors use it?

Ask Yourself: Does interleaving seem relevant to students learning concepts in your discipline? If so, how might you incorporate interleaving into your teaching?


Michael Wesch Interview –

Creating Super Simple Videos with Michael Wesch

Dr. Michael Wesch believes you should incorporate videos into your online courses for these five reasons:

  1. They put more “you” and your “you-ness” into your course.
  2. They help to build relationships.
  3. They can validate and motivate students.
  4. They can be used to establish transparency, addressing students’ frequently asked questions and saving you time.
  5. They can communicate key messages to your students.

However, if you’ve never created your own video, where do you start? In this video, Dr. Wesch shares “super simple” tech tips and advice for recording yourself, with confidence.

“Life’s Classroom” with Rudy Jean-Bart

One strategy you can use to reduce the impact of imposter phenomenon is incorporating your former students’ voices into your courses.

Through interviews with his former students on his podcast, “Life’s Classroom,” Rudy Jean-Bart, has inspired his current students to overcome adversity and pursue their goals––in college and beyond.

Expert Panel in discussion

See It First: FCB Expert Panel

The Conversations in Inclusion and Belonging video series contains four videos that captured discussions between experts in diversity, equity, and inclusion. We have provided a few ways for you and your campus to engage with these videos. The listening guide is a companion to the videos, providing reflective questions designed to help individual participants engage more deeply with the content. We have also provided a facilitator guide if you would like to host a watch party and discuss the content in the videos. The length of the videos may require that you only do one or two at a time. You may also suggest that your participants watch the videos on their own and then join in on a discussion.

Managing the Impact of Biases

Reducing Microaggressions

Addressing Imposter Phenomenon and Stereotype Threat

Cultivating an Inclusive Environment