Every semester college professors seem to struggle with how to manage effectively students’ use of their cell phones. According to a recent study in The Journal of Behavioral Addictions, over 60% of students reported that they self-identify as being “addicted” to their cell phones, citing that they felt a “great deal of anxiety” when apart from their phones after a short period of time (Park, Kee, & Valenzuela, 2009). How are faculty supposed to teach when their students’ eyeballs are glued – perhaps even unknowingly – to that tiny little screen? Instead of a deep introspective look into why and where a professor might have failed, a better strategy can be to consider how an instructor can leverage the online capabilities of mobile devices to increase and enhance the academic value of their in-class writing assignments. Implementation of these three strategies may encourage academic engagement with their cell phones.