Faculty Resource Library

Faculty play a critical role in student success.

The Student Success Center has created this resource library for our faculty with this fact in mind. On this page, faculty and staff who regularly interact with students will find resources to support connection with students that will boost their motivation and investment in their academics while building their sense of security and belonging.

Resources are organized according to when your students will need them and include time-sensitive messaging that you can deliver to your students where they'll see it--in class.

Fall 2022 Resources & Slide Decks

Download the slide decks to personalize and share as students come into your classroom and, if you want to learn more about the value and importance of your role in student success, check out the research reported in the articles we share.

Week 1: Faculty Connections Lead to Student Persistence

Week 1 Slide ImageMeaningful faculty-student connections increase student persistence; motivation and investment in academics; and a sense of security and belonging.Some strategies for cultivating faculty-student connections in the first week include:

  • Sending a welcome email
  • Small tweaks to personalize your syllabus
  • Utilizing a pre-semester survey to get to know your class

Read more about the value of faculty-student connection and how to build connections with your students here.

 Click on the slide to the right to download the slide deck.

Week 2: Personally Meaningful Work Increases Student Motivation in Class

Week 2 Slide ImageStudent buy-in happens when the work students are given is personally meaningful. Articulating the "So what?" before you hand out an assignment--and including compelling examples that reinforce the subject's relevance--motivates students to do the work well, rather than just for the grade. Other ways faculty can make work meaningful include:

  • Relating content to today's headlines
  • Articulating how the topic relates to what students are passionate about
  • Articulating how the topic relates to the student's career

Read more about motivating your students here.

 Click on the slide to the right to download the slide deck.

Week 3: Active Learning Drives Gen Z Engagement in Classroom

Week 3 Slide ImageGeneration Z students (born between 1995 and 2010) have replaced Millennials on college campuses. Faculty can help Gen Z students be active learners through such strategies as incorporating technology devices into classroom activities, demonstrating the relevance of class content on a global scale, and utilizing visuals and microlearning.

Read more about engaging your Gen Z students here and here.

 Click on the slide to the right to download the slide deck.

Week 4: Meeting the Challenge of Student Engagement in the Classroom

Week 4 Slide ImageLack of student engagement is one of the biggest challenges educators face regardless of whether we are teaching in-person or online. Trauma, exhaustion, and students' perceived lack of personal connection to the content are some of the many possible reasons for students' lack of motivation. Faculty can engage students by relating discussions to real-life examples and activities, using project-based learning, creating other avenues for learning such as videos and help sheets, and more.

Read more about disengaged students here and find creative ways to help them here.

 Click on the slide to the right to download the slide deck.

Week 5: Educators at a Student-ready Institution Practice Empathy

Week 5 Slide ImageFaculty and staff play a key part in building a student-ready college. Those who engage with students nearly every day play a critical role in the student experience. Our investment in student success is an essential factor in how successful a learner will feel, even years after graduation. When a student feels seen and understood by their mentors and college community, they will feel supported.

Read more about becoming student-ready here.

 Click on the slide to the right to download the slide deck.

Week 6: Belonging Leads to Success

Week 6 Slide ImageFeeling valued and connected to others in one's learning community (i.e., having a sense of social belonging) is positively associated with student well-being, academic engagement, and performance. Faculty and staff can bolster students’ sense of social belonging by sharing their own stories and challenges they faced or their own experiences of belonging uncertainty and how they resolved or improved those concerns over time.

Such stories can be shared at the beginning of the semester, during a pivotal moment in the course, or in response to students expressing concern about their own belonging or potential for success.

Read more about the power of belonging here.

Click on the slide to the right to download the slide deck.

Week 7: Transparency in the Classroom Supports Equity in Student Success

Week 7 Slide ImageFaculty can help students succeed, especially First-Generation College Students (FGCS), by increasing transparency in the classroom. Being transparent about your expectations helps to shed light on the “hidden curriculum” (assumptions and expectations embedded in practices, assignments, content selection, etc. that are unspoken, unwritten, or implied) in higher education that continuing-generation students are more likely to know about or have support systems to help them decipher. Some ways faculty can help increase transparency in the classroom include:

  • Using your role as instructor to help connect your students to university resources outside the classroom (sharing weekly slides from the Student Success Center’s Faculty Resource Library is a great place to start).
  • Explaining classroom practices that you may take for granted and why/when/how students should use them: for example, syllabi and office hours.
  • Offering guidance on how students ought to allocate time on assignments and prioritize various out-of-class tasks.
  • Analyzing your assignments for transparency, determining if they are operating on assumptions you have made about your students’ prior knowledge, experiences, and/or access to resources.

Reflect more on equity-focused teaching practices here.

Click on the slide to the right to download the slide deck.

Week 8: Share Resources to Support Student Success

Faculty can support equity in student success by encouraging students to make use of UofL’s many free resources. Week 8 Slide ImageOne such program, new this year, is the Supplies for Success program born out of a partnership between the Student Government Association and the Student Success Center. Supplies for Success supports student success by enabling students to check out supplies for class at no cost to them. Students can check out scientific and graphing calculators, lab goggles and more. Simply refer students to the Student Success Center front desk in the Belknap Academic Building to check out these items.

Click on the slide to the right to download the slide deck.

Week 9: Psychological Safety in the Classroom Encourages Class Participation

The fear of humiliating themselves or making a mistake often stops students from contributing to class discussions or asking questions. Creating a sense of psychological safety increases engagement; motivation to tackle difficult programs; more learning and development opportunities; and better performance. Ensuring every student feels valued, listened to, respected, and like part of the group can develop psychological safety and help students overcome their fears.

Some practical ways to model psychological safety in the classroom include:

  • Foster respect and kindness by assuming positive intent when a student provides an explanation for late work or asks for an extension. Giving them the benefit of the doubt recognizes their willingness to be vulnerable and trusting with us.
  • Demonstrate vulnerability by showing students we sometimes struggle or that we don’t always have all the answers. This shows them that we are all human.
  • Appreciate students’ efforts by regularly thanking students after a challenging class session or showing up when attendance is low.
  • Encourage students to engage in active listening to help whoever is speaking feel like their contributions are valued.
  • Encourage students to develop an open mind by inviting them to reflect on their mistakes and those of others. Help them learn from mistakes without judgment so they know what to do when they encounter a similar situation.
  • Instill the belief that asking questions and asking for help is a positive thing.
  • Create a sense of shared identity to maximize students’ sense of belonging. Identifying common aspects or goals that the class share, even trivial suggestions of shared identity, can enhance motivation and persistence.

Learn more about the importance of psychological safety here; then, explore ways to cultivate it in your classroom here.

Click on the slide to the right to download the slide deck.

Week 10: Supporting Mental Health to Foster Student Success

Mental health disorders impact a large and growing share of students. Students suffering from symptoms of mental health disorders are at risk of lower GPA, discontinuous enrollment, and possibly  dropping out. Faculty are often in key positions to notice performance issues or behaviors in students and can play an important role in creating learning environments that support health and well-being, decrease anxiety, increase learning, and encourage seeking help when needed.

 Some key ways faculty can support health and well-being:

  • Include a syllabus statement on mental health
  • Establish class conditions and norms that promote well-being, social connectedness, inclusivity and a growth mindset
  • Invite students to discuss their mental health concerns and empathetically listen within those conversations
  • Refer students to campus resources
  • Model self-care and help-seeking behaviors

Learn more about the importance of supporting mental health, and how to do so in the classroom, here and here.

Click on the slide to the right to download the slide deck.

Week 11: CardSmart Provides Faculty Access to Students' Success Team

Every undergraduate student has a success team assigned to them to serve as resource guides and provide support towards student success. 

Faculty members can view a student’s team via CardSmart to collaborate with them on a student’s success or help a student connect to their team.

To learn how to use CardSmart to access your students' success team, download this flyer.

Click on the slide to the right to download the slide deck.

Week 12: Progress Reports Help Faculty Support Student Success

Progress reports help faculty play an important role in student success. Faculty are in a prime position to notice behavioral signs that are highly indicative of a student’s chances of successfully  finishing a class. Progress reports can be submitted for an undergraduate student at any time during the semester to notify the student and their advisor that they are at risk of not succeeding in a class.

To learn how to use CardSmart to submit or check progress reports, download this flyer.

Click on the slide to the right to download the slide deck.

Week 13: Transparency Encourages Success

 Transparency around academic assignments enhances students’ success – especially that of first-generation, low-income and underrepresented college students. Making the purpose, tasks and criteria of an assignment clear leads to students experiencing greater academic success with an assignment. Moreover, as student develops the knowledge, disposition and skills necessary to succeed in school, these skills carry over into succeeding in life.  

Learn more about transparent instruction here.

Click on the slide to the right to download the slide deck.

Week 14: 4 Ways Faculty Can Support Student Success with Finals

 As the fall semester winds down, faculty can help students take steps to be successful and finish the semester strong. Below are four ways faculty can support student success before and during finals:

  • Encourage your students to make a plan in advance for finals. Their plan should include reviewing class syllabi, class notes and the university exam schedule then working backwards to determine how much time they’ll need to devote to each course. They should then add these time slots, as well as, regular breaks to their planners or time management system.
  • Remind students that their final exam schedule will be different than their class schedule. Students can check their final exam schedule on the Registrar’s website.
  • Encourage your student to take advantage of UofL’s numerous campus resources to help them prep for finals. A good place to start is here.
  • Encourage student to prioritize self-care and wellbeing as much as they are able to. This should include time to sleep, eat, move their body, and socialize with people who support them in their academic journey. Students can check out the Finals Exam events around campus here as well as the Health Promotion website for additional ideas and wellbeing resources.

Learn more about supporting student success for finals here and here.

Click on the slide to the right to download the slide deck.

Check back for more timely content to support your connection with students throughout the semester!




Student Success Center

University of Louisville

Louisville, Kentucky 40292

Office Hours

M-F 8:00am to 5:00pm


tel (502) 852-7969

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