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Student Engagement and Learning

Student Engagement and Learning. Tips from Award Winning Faculty Teaching and Learning Technology Conference MO S&T - March 13, 2014 Margaret Cohen, Ph.D., Associate Provost & Director, Center for Teaching and Learning University of Missouri – St. Louis . To focus on effective practices by:.

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Student Engagement and Learning

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  1. Student Engagement and Learning Tips from Award Winning Faculty Teaching and Learning Technology Conference MO S&T - March 13, 2014 Margaret Cohen, Ph.D., Associate Provost & Director, Center for Teaching and Learning University of Missouri – St. Louis

  2. To focus on effective practices by: • Reviewing principles for good practice • Showing that they are foundational to National Survey of Student Engagement (NSSE) • Focusing on NSSE’s 5 Engagement Indicators • Offering implementation examples from our colleagues’ classrooms Session Objective

  3. Did we focus on effective practices? • Review principles for good practice • Show that they are foundational to National Survey of Student Engagement (NSSE) • Focus on NSSE’s 5 Engagement Indicators • Offer implementation examples from colleagues’ classrooms Session Objective

  4. Principles for Good Practice in Undergraduate Education: F2F* & Online** • Encourage student-faculty contact • Encourage cooperation among students • Encourage active learning • Give prompt feedback • Emphasize time on task • Communicate high expectations • Respect diverse talents and ways of learning *Chickering & Gamson (1987) ** Chickering * Ehrmann (1996)

  5. NSSE Engagement Indicators • Academic challenge • Learning with peers • Experiences with faculty • Supportive campus environment • High impact practices http://nsse.iub.edu/nsse-update/

  6. Academic challenges • Flipping: working genomic problems in class • Reasoning quantitatively: analyzing real data sets downloaded from research sites • Meeting accreditation standards • Online, self-paced homework tutorials • Earn partial credit for reworking problems ‘til correct • Course redesigns w/ increased choices • Responding to questions that puzzled scientists and philosophers hundreds of years ago

  7. How do you challenge students?

  8. Learning with Peers • LEAD Centers are collaborative • Civil discussions on controversies (creation science) • In class debates about newsworthy events • Group learning with diverse others (goal of cultural competence) • Discuss clicker question response choices with peers before revealing distribution or answer • Question your scientific understanding of the world around you

  9. Encourage Peer Interactions

  10. Experiences with Faculty • Establish “comfort zone” on day one • ‘Common quest’ to understand history • Long, black shirt (lab coat for history’s black arts) • Ice breaking survey opens doors to mentoring • Offer prompt, detailed feedback • Teach students to self-assess & revise their work before submitting • Texting questions to prof via internet account • Interactive lectures

  11. Campus Environment • Referring students to academic supports on campus • Connecting to the past (& those different from me) using historical artifacts • Distribute writing guidelines, study guides unique to course • Credit for attending relevant campus events • Requiring use of campus resources (newspapers)

  12. High Impact Practices • Undergraduate research projects • Related projects from a common source (gene families) • Practicum and internships • Community-based service or research project • URD@Capitol • Senior Seminar – historical research paper • Capstone Experience • Study Abroad

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