Terms of Engagement

1. Terms of Engagement • Understanding and Promoting Student Engagement Elizabeth F. Barkley Sinclair Community College

6. No ‘Magic Bullet’

7. Three Main GoalS • GOAL 1: Share a theoretical model of student engagement that ‘makes sense’ to you and can guide you in your thinking about promoting engaged learning, especially with yearOne students. Barkley, Cross and Major (Jossey-Bass, 2004) Barkley (Jossey-Bass, 2010)

8. THREE Main GoalS • Goal 2: Help you think ‘broadly’ as you consider student engagement from the course, program, and institutional perspectives.

9. Three Main GoalS • Goal 3: Build a “Knowledge Repository” that will give you ideas that you can apply on your campus in ways that ‘make a difference.’ Don’t be miserly - contribute to the knowledge repository.

10. If you don’t know where you’re going... ...how will you know when you get there.

11. What IS Student Engagement? K. Patricia Cross and Moi

12. What Does “Student Engagement” Mean? • “...the greater the student’s engagement...the greater his or her general cognitive development.” (Pascarella and Terenzini, 1991) • “...we need pedagogies of engagement that will turn out the kinds of resourceful workers and citizens America now needs.” (Edgerton, 2001) • “Learning begins with engagement.” (Shulman, 2002) • “the frequency with which students participate in effective educational practices.” (NSSE/CCSSE, 1997-present)

13. “an explicit consensus about what we actually mean by engagement or why it is important is lacking.” (Bowen, 2005) • “Rather than being concretely defined in the literature, the concept of engaged learning emerges from multiple frameworks and educational practices.” (Swaner, 2007)

14. International Society for the Scholarship of Teaching and Learning (ISSOTL) FOUNDERS OF SPECIAL INTEREST GROUP ON STUDENT ENGAGEMENT

15. Sample Affect/Motivation-Based Responses • “...students really care about what they are learning - they WANT to learn.” • “...students are passionate and excited about learning.”

16. Sample Cognitive/Active Learning-Based Responses • “...students are trying to make meaning of what they are learning” • “...students are involved and using higher order thinking skills.”

17. Student Engagement

18. Engagement Motivation Active Learning

19. Motivation • “The level of enthusiasm and the degree to which students invest attention/effort in learning” (Brophy)

20. Behaviorist Model

22. Needs Models Maslow’s Hierarchy of Needs

23. Contemporary Theory Motivation = Expectancy x Value

24. How were you as a student?Do you recognize these patterns in your own students? Success-Oriented Over-Strivers Failure-Accepting Failure- Avoider Over-Strivers

25. Is it due to general, pervasive low self-esteem? Or is it contextual? If contextual, what are the influencing factors? The Complexity of Expectancy

26. From Theory to Practice

27. Example in my own teaching Point Accrual Grading System Out of 4000 available points, students earn 2000 for an A, 1500 for a B, 1000 for a C.

28. STUDENT VOICES “In most of my classes you accumulate points, but in order to get an A, you need almost all the points. My other classes have a very slim margin to mess up in a grade. If you miss points on something early, it is so demotivating. In this class you stay motivated to learn and work hard because success is up to you.” Anonymous (Student Survey)

29. STUDENT VOICES “The accumulative points systems is something I have never had in a class before. I love it because I really feel in charge of my grade. For example, my psychology class has 2 tests: a midterm and a final. Each is 50% of my grade. I worry that if I’m sick or tired, I won’t be able to demonstrate my true knowledge of the subject. In this class that worry never crosses my mind. I feel confident my strengths will come through and my points will reflect that.” Anonymous (Student Survey)

30. Knowledge Repository Column Identifier (e.g., A) Continue on back, identifying Prompt/Column (e.g., 1A) Prompt Number (e.g., 1)

31. Knowledge Repository Prompt 1A Continue on back, identifying Prompt/Column (e.g., 1A, 1B, 1C)

32. Populations to Consider • Native Freshmen • Transfer Students • Under-Represented Students • Students Enrolled in General Education Courses vs. Major Courses

33. Motivation Prompt 1: Expectancy What are ideas for helping students expect that with effort, they will succeed?

34. Value Product: What They’re Learning

35. VALUE: LEARNING College/Course is Obstacle or Stepping Stone

36. Value Product: What They’re Learning Process: How They’re Learning

37. Value: How They’re Learning

38. VALUE: How THEY’RE LEARNING

39. Johannes Brahms EXAMPLE IN MY OWN TEACHING

40. STUDENT VOICES “You make the topics come alive.” Anonymous (Student Survey)

41. Knowledge Repository Prompt 2 Continue on back, identifying Prompt/Column (e.g., 2A, 2B, 2C)

42. populations to consider • Native Freshmen • Transfer Students • Under-Represented Students • Students Enrolled in General Education Courses vs. Major Courses

43. motivation Prompt 2: Value What are ideas for helping students value their college experience and what/how they’re learning?

44. Value & Expectancy Expectancy Value

45. Value & Expectancy Expectancy Value

46. Value & Expectancy Expectancy Value

47. Value & Expectancy Expectancy Value

48. Motivation Motivation is internal and individual - we can’t ‘motivate students,’ but we can create a context that a larger percentage of students will find motivating.

49. Teaching And Learning

50. Active Learning Service Learning Collaborative Learning Problem-Based Learning Undergraduate Research