STUDENT ENGAGEMENT: THE KEY TO
ENHANCING STUDENT LEARNING & SUCCESS
……the time and energy students devote to educationally
sound activities, inside and outside of the classroom, and
the policies and practices that institutions use to induce
students to take part in these activities…..
• What students do – time and energy devoted to
educationally purposeful activities.
• What institutions do – using effective educational practices
to induce students to do the right things.
NATIONAL COMMUNITY COLLEGE SURVEY
OF STUDENT ENGAGEMENT
(2011 AT LSSC)
1.Active and Collaborative Learning
2.Student Effort
3.Academic Challenge
4.Student – Faculty Interaction
5.Support for Learners
TOP 5 ASPECTS OF HIGHEST LSSC STUDENT
ENGAGEMENT (ABOVE NATIONAL AVERAGE)
1. Number of written papers or reports of any length (Academic
Challenge).
2. Worked on a paper or project that required integrating ideas or
information from various sources (Student Effort).
3. Used email to communicate with an instructor (Student-Faculty
Interaction).
4. Made judgments about the value or soundness of information,
arguments and methods (Academic Challenge).
5. Made a class presentation (Active & Collaborative Learning).
TOP 5 ASPECTS OF LOWEST LSSC STUDENT
ENGAGEMENT (LOWER THAN NATIONAL AVERAGE)
1. Worked with Instructors on activities other than coursework
(Student-Faculty Interaction).
2. Discussed ideas from my readings or classes with Instructors
outside of class (Student-Faculty Interaction).
3. Helped me cope with my non-academic responsibilities (e.g.
work, family) (Support for Learners).
4. Provided the support I needed to thrive socially (Support for
Learners).
5. Utilized the Computer Lab (Student Effort).
ENHANCING STUDENT ENGAGEMENT
IN YOUR CLASSROOM
• Adopt a “talent development” or “strengths-based” approach to
your teaching vs “remediating weaknesses.”
• Set and maintain high expectations for student performance.
• Clarify what students need to do to succeed in your class.
• Set & maintain high standards related to academic honesty.
• Mandate attendance – prepare students to meet employers’
expectations; teach life skills!
• “Give students a Syllabus Quiz or have them “create their own”
syllabus.
ENHANCING STUDENT ENGAGEMENT
IN YOUR CLASSROOM
• Take “roll” at faculty office (alleviate the fear of coming to your
office hours!).
• Give “Critical Thinking Quiz” in first 5 minutes linked to text/study
guides.
• Encourage students to “master” small amounts of “critical info” for
the next course vs. engage in “pure memorization” that will be
“gone” after the test.
• Utilize “practical applications” to tie theory to practice. Avoid
Death by PPT.
• Promote study groups or collaborative learning experiences which
increase positive peer-interaction/support.
ENHANCING STUDENT ENGAGEMENT
IN YOUR CLASSROOM
• Flip the classroom” to provide peer teaching opportunities.
• Invite career (“real world”) speakers to discuss current practices/issues.
• Take the last 5-10 minutes of class to do “Reflection” – why is this
theory of value?
• Allow students to take multiple tests in Blackboard (repetition increases
learning).
• Integrate service-learning options into the academic curriculum.
• Provide frequent, meaningful positive feedback & constructive feedback
to students.
• When you make Group Project Assignments, develop grading rubics that
support your expectations.
ENHANCING STUDENT ENGAGEMENT
OUTSIDE YOUR CLASSROOM
• Participate in LAKEHAWK PREVIEW DAYS/NIGHTS and
CONNECTIONS WEEK to promote “academic excellence.”
• Get involved as an Advisor to an academic club/student
organization related to your discipline or personal interests.
• Encourage students to utilize the Tutors in the Learning Center and
Reference Librarians in the LSSC Library.
• Recognize academic success through Phi Theta Kappa, student
publications, Art Gallery Shows, scholarships, and awards.
• Offer on-campus employment via academic internships/
apprenticeships.
• Require students to participate in campus activities.
FOOD FOR THOUGHT/CONVERSATION….
1. How consistently are academic expectations communicated
at LSSC – by who, what, when, & where?
2. What are the major barriers to LSSC students’ learning &
success?
3. To what extent do our faculty experiment with engaging
pedagogies and share what works with fellow faculty
members?
4. How often do students get consistent, written positive
feedback and constructive criticism on class assignments?
5. What are the “high risk courses” for each Program?
6. What mechanisms are in place to support LSSC students who
are overwhelmed and underperforming? Are faculty
members expected to utilize these “safety nets?”