2.3.3 How well did this course challenge you to think, create, or perform at a higher level?

Why this teaching practice matters:

• Research has shown a strong, positive relationship between student success and providing an intellectually challenging learning experience. [2, 8, 11]
• This principle is emphasized in widely used teaching quality frameworks. [13, 15]
• Appropriate challenge helps students move beyond surface understanding to deeper thinking, application, and skill development. When courses set high expectations, ask students to apply ideas in meaningful contexts, and provide support for growth, students are more likely to develop confidence, persistence, and transferable skills.

Student examples of this principle in action:

• “We were assigned to a specific situation…to mitigate an outbreak of tuberculosis…. The assignment enabled us to thoroughly examine the entire process and identify the most effective ways to accomplish the task. This was interesting and truly got our brains working…considering all the information we had was minimal and we had to infer certain aspects with research so that it was at least an educated guess.”
• “[I had to put] theories into real world problems, making me think.”
• “One time I received a grade that I wasn't very happy with, but my instructor not only let me redo my assignment, she also provided me with ways I could improve my assignment. Because of this I was able to make my assignment even better.”
• “The teachers had very strong standards…. I would need [to] prepare to participate in class. It was a requirement. This method was very effective.”

Ways to triangulate your data:

• Look at major projects, exams, or performances and consider whether they require students to apply concepts, analyze situations, make judgments, create original work, or integrate ideas—rather than primarily recall information.
• Consider whether students are asked to engage in progressively more complex tasks or expectations across the course, and whether later work reflects deeper thinking or improved performance.
• Reflect on whether students receive guidance and opportunities to revise, reflect, or improve their work, which can indicate whether challenge is paired with support.
• Invite a peer instructor or a curriculum designer to review your syllabus or a sample of assignment instructions in your course with attention to level of challenge, clarity of expectations, and alignment with course learning outcomes.

Ideas for improvement:

• Design tasks that require application, judgment, or creation. Assignments that ask students to apply theories to real-world situations, solve complex problems, or create original work can promote deeper learning.
• Pair high expectations with guidance and opportunities to improve. Challenge is most productive when students understand expectations and have opportunities to learn from feedback, revise their work, and grow over time.
• Use structure and accountability to support challenge. Clear standards, required preparation, and participation expectations can help students engage at a higher level while staying focused and supported.
• Talk with other instructors or curriculum designers to identify ways to increase rigor while maintaining clarity, support, and alignment with course goals.