Student Engagement

Foster student curiosity in learning

If you have ever been passionate about a subject or activity, then you know what it is like to be deeply engaged, and what it feels like to be motivated to spend time and energy to complete the task at hand. “Flow” is the mental state of operation that Mihály Csíkszentmihályi (1998) characterizes as when students are fully immersed, energized and involved with learning with a sense of passion and enjoyment of the activity.

Use evidence-based strategies for active learning

Active learning strategies tap into student interests with lessons applicable to their own lives, to motivate them to dig a little deeper. They guide students to apply skills and knowledge, and to practice until they can demonstrate what they have learned, in order to keep them invested in the learning process

Instructional Design Specialists can assist you in developing activities that can build curiosity and flow, as well as forms of authentic assessment that you can use to evaluate student learning. Examples of such activities include:

  • Teaching students how to ask questions at different cognitive levels
  • Providing multiple approaches to information with interactive audio and visual content
  • Writing reflections to summarize and share what students are learning
  • Collaborating on group projects

How do you engage a diverse student population?

cooking students

Approaching course design from the perspective of culturally responsive teaching promotes educational experiences that embrace and celebrate the diversity of cultural backgrounds and involve students in exchanges in a creative and safe environment. Instructional Development hosted a Faculty Institute (PDF) Download PDF on the subject of culturally responsive teaching, which challenged ACC faculty to explore:

  • The impact of cultural considerations in the higher education classroom/environment and curriculum on student performance and retention.
  • Ways in which faculty can connect with students of diverse cultures and backgrounds to help them succeed.
  • Simple changes faculty can implement to make a difference, and how to get started.
References
  • Angelo,. T.A. and Cross, K.P. (1993) Classroom Assessment Techniques, Jossey Bass.
  • Barkley, E., Cross, P. Major, C. (2005). Collaborative Learning Techniques: A Handbook for College Faculty. Jossey Bass.
  • Csikszentmihalyi, Mihaly, (1998), Finding Flow: The Psychology of Engagement with Everyday Life, Basic Books Masterminds Series.
  • Johnson, D. W., & Johnson, R. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning (5th Ed.). Boston: Allyn & Bacon.
  • Rafael, T., Highfield, K., & Au, K.H., (2006). QAR Now: A Powerful and Practical Framework That Develops Comprehension and Higher-Level Thinking in All Students. Theory and Practice.