Teaching Commons > Teaching at DePaul > DePaul Students > Knowing Your Students

Knowing Your Students

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Finding ways to engage students often begins with learning more about them. Where are they from? What is important to them? How have have they been shaped by the world around them? What ideas and conceptions about the subject matter are they bringing with them on the first day of your course?

Who are DePaul students?

  • Get an in-depth look at DePaul's students by reading Institutional Research and Market Analytics (IRMA)'s Fact File, which includes demographic information and admission profiles, among other data.
  • In 2018, 93% of DePaul undergraduate degree recipients were employed and/or in graduate school six months after degree completion. Review employment outcomes by college in the Career Center's recent outcomes reports.
  • 14% of DePaul freshman enrolled through the test-optional program in 2019. View the 2019 New Freshman Profile from IRMA.
  • DePaul's four-year graduation rate has​ increased 11 percentage points in the last six years. Learn more about DePaul's retention and graduation rates.

For more information about DePaul's student population, as well as other information about the DePaul community, visit the IRMA website.

Getting To Know Students in Your Class

  • "Learning Students’ Names" from the University of Nebraska-Lincoln offers a number of practical tips for remembering names, even for large classes.
  • "Ice-breakers for the First Day" from Lansing Community College lists 32 different activities that get your students talking to one another.
  • "How to Assess Students’ Prior Knowledge" from Carnegie Mellon University addresses how instructors can build on or actively counteract students' assumptions, previous knowledge, and ways of evaluating evidence.

Teaching Large Classes

  • Engaging students in a lecture involves a range of approaches that allow for interaction and participation.
  • The University of Maryland Center for Teaching Excellence offers a helpful guide on teaching large classes, with information on establishing ground rules, writing in large classes, and improving teaching through student feedback.