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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 Effort3.Academic Challenge4.Student – Faculty Interaction5.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?”