{"id":7502,"date":"2025-07-01T11:19:42","date_gmt":"2025-07-01T16:19:42","guid":{"rendered":"https:\/\/uwm.edu\/advancing-learning\/?p=7502"},"modified":"2025-08-26T10:56:21","modified_gmt":"2025-08-26T15:56:21","slug":"creating-guideposts-for-students","status":"publish","type":"post","link":"https:\/\/uwm.edu\/advancing-learning\/creating-guideposts-for-students\/","title":{"rendered":"Student Blog Series 1: Creating Guideposts for Students"},"content":{"rendered":"\n

A foundational step for engaging students in coursework is to ensure that instructors create clear and transparent guideposts for students in a course. This clarity in foundational design provides the framework from which the other elements addressed in the blog series<\/a> build.\u00a0\u00a0<\/p>\n\n\n\n

The most crucial point of this first step in creating guideposts is to never leave information on the table. In many cases, I haven\u2019t seen any structure that has stressed the importance of gathering information when working with students. I\u2019ve seen the effects of this in many of my math courses, and from others taking math courses, that their real teacher was a YouTuber called The Organic Chemistry Tutor. I want to talk about this YouTuber in future steps, but at the moment, I want to focus on the point that many students feel like there\u2019s not enough support in their classes to the point where they look for third-party help. The information gathered in this first step is crucial in constructing the support system students feel helps them on a deeper, more fundamental level than these third-party sources can provide.  <\/p>\n\n\n\n

How might this look in a course? <\/p>\n\n\n\n