Multipurpose tools, especially the Swiss Army knife, have sustained their popularity over the years, namely for their size and versatility. Snag a fingernail? Got broccoli in your teeth? Screw came loose? Need to cut off a tag? With one tool, numerous problems can be solved.
As educators, we are subject to myriad situations in our courses that need a solution. For some, it’s the dreaded silence, where we expect vocal contributions from our students but are met with crickets instead. Or perhaps when students do not develop a sense of community, which makes in-class activities and group projects substantially more challenging. And while maybe not as prevalent, there can be a disconnect between the topic of the day and the current needs of the students.
Enter the high point – low point activity. Like a multipurpose tool, this activity serves a variety of functions, solving many of our continual problems. This activity has been leveraged by several instructors teaching a first-year seminar, but it is certainly not limited to this context or population.
The Context
At Rose-Hulman Institute of Technology, the first-year seminar meets once a week in the fall term for 50 minutes, with an average class size of 15 students. The goal of this required course is to aid in the transition process, exposing students to the resources and skills they will need to be successful. A formal curriculum is provided, with leeway for the operational curriculum.
The Implementation
At the beginning of each class, each student is asked to share a high point (i.e., a highlight, something positive) from the past week. There are no requirements or restrictions, other than this part is required. Each student gets to decide what their personal highlight of the week will be, knowing that they will be sharing with the rest of the class. Sometimes it’s simply waking up in time for classes. At other times, it’s more substantive, such as doing well on an exam, getting a design project to work, or visiting with family. As a side note, we have used a variety of names for this activity, including “Roses and Thorns” and “Happies and Crappies.”
Afterwards, students are given an opportunity to share a low point from the past week. This part is optional, as the goal is not to embarrass students, but rather to normalize the experience and pave the way for open, honest communication. Surprisingly enough, hands shoot in the air when we ask for these examples. Students share experiences that range from showing up to class not realizing they had an exam to having a major project malfunction at the last minute. Again, students get to decide if they share a low point, and if so, which low point.
While a student is sharing, the expectation is that the other students are listening. When students share their high points, it gives us a chance to share their excitement, reinforce positive behaviors, and encourage them on their journey (when they may or may not be feeling successful). As they share their low points, this gives us a chance to extend empathy toward the situation as well as share strategies that might help in the future.
The Academic Benefits
The high point – low point activity has proven quite beneficial on several fronts. First, it allows students to practice talking in class. Most students are used to being passive participants, so this changes the dynamic. However, not all students are comfortable with public speaking. As McKeachie and Svinicki (2006) noted, “the safest thing to do is keep quiet” (p. 46) and when asked how to reduce this fear of public speaking, they suggested, “Getting acquainted is one aid. Once students know they are among friends, they can risk expressing themselves” (p. 46).
This practice then helps students to become more comfortable sharing during lectures. This reduces the dreaded silence for instructors, and spurs “higher levels of effort when they feel connected to others and when they believe others care about them and are there to support them” (Harrington, 2021, p. 35). Many students have even found commonalities with other students in the course, based on what was shared. This allows students to share in a sense of normalcy (e.g., “I failed that test too!”), recognizing they are not alone in their struggles, which has facilitated group activities.
And finally, instructors get to help students develop as successful college students. In a first-year seminar, this means reinforcing the topics of the course, showing how they complement each other, but this growth can occur regardless of the topics covered. It should be noted that it does take some delicacy to focus on the future without heaping on guilt about the past.
The Social Benefits
From a student affairs perspective, the high point – low point activity creates space for something students often lack: validation. Many students feel pressure to appear as though they are managing college well at all times, particularly in academically rigorous environments. When there is intentional room to name both successes and struggles, it helps normalize the reality that challenge is a common part of the college experience rather than a personal shortcoming.
In practice, “Happies and Crappies” allows students to hear that their peers are navigating similar stressors—academic, social, and personal. This shared awareness can reduce isolation and make it easier for students to acknowledge when they are struggling. Over time, these moments reinforce that students belong in the classroom even when things are not going well (Tinto, 1993).
Because sharing low points is optional, students maintain control over what they disclose. This balance supports psychological safety while still encouraging authentic connections. While instructors are not expected to solve the challenges students raise, these conversations often open the door to empathy, normalization, and, when appropriate, connection to resources.
Scaling the Activity
Given the nature of the first-year seminar, spending five to ten minutes engaged in the high point – low point activity each week is worthwhile. The lower section enrollment certainly facilitates the activity; however, larger enrollments do not automatically necessitate larger time commitments. In a traditional course structure, where students meet several times a week, this could also be an activity implemented just once a week. With larger class sizes, students could be broken up into smaller groups, with an option to share any particularly salient examples with the entire class. Or instructors could call on a certain number of students each week to share their high point with the whole group.
Taking the time to interact with students shows that we care about them not only as students but also as individuals. This is one of the hallmarks that Bain (2004) identified: “The best teachers we studied displayed not power but an investment in the students” (p. 139). So, if you desire to cut the dreaded silence and elicit vocal contributions, aspire to build a sense of community and belonging in your course, and hope to connect with students in real time about issues they are facing, try the high point – low point activity. One tool, multiple purposes.
Sarah A. Forbes, PhD, is the Student Academic Success Director and a first-year seminar instructor at Rose-Hulman Institute of Technology. In these roles, she helps students learn new strategies for academic success. Sarah also serves as a first-year seminar instructional designer, summer bridge program director, and academic advising program administrator.
LeAnne Myers is the Assistant Dean of Student Affairs and a first-year seminar instructor at Rose-Hulman Institute of Technology. Her professional work and teaching focus on fostering inclusive learning environments that support student engagement, persistence, and overall well-being.
References
Bain, K. (2004). What the best college teachers do. Harvard University Press.
Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 39(7), 3-7. http://www.aahea.org/articles/sevenprinciples1987.htm
Harrington, C. (2021). Keeping us engaged. Stylus Publishing, LLC.
Herman, J. H., & Nilson, L. B. (2018). Creating engaging discussions: Strategies for “Avoiding Crickets” in any sized classroom and online. Stylus Publishing, LLC.
McKeachie, W. J., & Svinicki, M. (2006). McKeachie’s teaching tips. Houghton Mifflin Company.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). University of Chicago Press.
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