Manage your office hours: For your office hours, encourage students to drop by even if they don’t have specific questions. Leave your door open unless you are discussing a personal issue with a student. Have a sign-up sheet on your door so students don’t have to wait.

Reach out to students who miss a class: Contact any students who don’t show up to class to find out if they need help. One idea: if a student misses a class for any reason, ask that student for a three to five-page analytic paper on a topic related to the missed class, showing that the student can apply the concepts covered in the class to a case or issue.

Give plenty of student feedback: Students want rigorous, critical and detailed feedback in a constructive and encouraging manner. Just be sure to criticize the product, and not the person. For example, you might say “This paper misses the point” instead of, “You missed the point.” It’s also a good idea to ask students to submit short proposals about papers and projects well before the due date and provide extensive feedback on the proposals to make sure the students are on the right track.

Permit homework counter-offers: Let your students take more control of their own learning by allowing them to counter-offer when you give an assignment. For many assignments, this won’t be appropriate, but where it is appropriate, allow a student to say to you, “Professor, instead of assignment X, would it be possible for me to devote an equal amount of time, if not more, to assignment Y because this will be more helpful to me in my future career.” Note on the syllabus which few assignments this may be permissible.

Call the parents of outstanding students: Toward the end of the semester, select the top half dozen students in your class, and ask their permission to call their parents so you can tell them how well their son or daughter has done in your class. Once the student gives you permission, call their mom and dad and tell them that they can be very proud of their son or daughter for the diligence, creativity and tenacity they have shown in your class. The parents will be delighted to receive this call from you. The downside is that you diminish the notion that students are independent adults, and could even embolden parents to contact you over say, a disputed grade.

Although this article concludes the series on building student engagement, I continue to welcome your thoughts – either on effective strategies for beyond the classroom specifically, or any other tips on engaging students. Please share your comments below.

Chris Palmer is a professor in the School of Communication at American University. He can be reached at palmer@american.edu

For Further Reading:

Allitt, Patrick (2005). I’m the Teacher, You’re the Student.
Bain, Ken (2004). What the Best College Teachers Do.
The Chicago Handbook for Teachers (1999). A Practical Guide to the College Classroom.
Davis, Barbara Gross (1993). Tools for Teaching.
Magnan, Robert (1990). 147 Practical Tips for Teaching Professors.
McGlynn, Angela Provitera (2001). Successful Beginnings for College Teaching
McKeachie, Wilbert J (2002). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers.
Palmer, Patrick (1998). The Courage to Teach.

Make the class interactive: Do everything possible to transform the students from passive observers to active learners. Get the students out of their seats frequently to work in twos or threes on analyzing an issue. Students learn more and retain more when they are actively involved. Working in pairs (dyads) at the start of every class gets everyone engaged, not just the people who raise their hands. Plus, then students share their thoughts with each other first, the class discussion will be of a higher quality.

Call on students constantly to answer questions: Make a habit of calling on individual students by name to answer questions without first asking for volunteers. This keeps the whole class awake and alert. Never go for more than three or four minutes without getting one of the students to speak. You want your students to be on their toes, knowing that you might call on them at any time to answer a question.

Reassure students you will come back to them: If two or more students raise their hands at the same time, reassure those not selected that you won’t forget to come back to them for their questions in a moment.

Find a student’s strength: If one student is particularly adept at a particular skill set, point it out and have an expectation for the student to be the “expert.” This raises the student in the esteem of classmates and encourages the student to stay abreast of the topic. Try to find a dozen students like this in your class for a variety of topics by being specific in your praise. Don’t just say, “That was a well-written paper,” but indicate exactly what about the ideas, or wording, or structure of the paper you felt made it stand out.

Listen actively to students during discussions: During discussions, maintain strong eye contact with the student speaking so he/she has your complete attention. Students want to be heard. By nodding, smiling or otherwise acknowledging the student, you show that you are totally committed to listening and understanding what each student has to say. Give critical feedback, but look for ways to compliment the student for the observations so the student feels encouraged. Guide class discussions so they don’t wander too far off-mission.

Incorporate peer review: When students make presentations, which they should do frequently, encourage peer review. Get students to teach each other and to learn from each other. It engages them more than the professor doing a solo act.

Do a networking exercise: In some of the early classes in the semester, give students a three-minute “networking” exercise. Before it starts, stress the importance of networking (making contacts and meeting key people) to their careers. Then tell them to stand up, move around the room and find a student they don’t know or know very little. Give them an exercise (such as a question relevant to the class or finding out something unique about the person) and then have them report back to the whole class on what they learned from each other.

Ask early for feedback from students: One month into the class (about the 4th or 5th class) ask for feedback. Three possible questions to ask are: What is helping you learn in this class? What is getting in the way of your learning? What are your suggestions for the rest of the semester? Give them a leisurely ten minutes of silence to write their answers. Tell them they are welcome to hand the answers anonymously if they’d prefer. Repeat this exercise about two months into the class. It will give you valuable information about what is and is not working, allowing you to change, modify or tweak what you are doing.

Always report back to the class on what you learned from the feedback and the changes you intend to make as a result. Make it clear that you welcome candid and constructive feedback from students and make sure you implement the changes you promise to make. This exercise will empower your students and send the message that you care about how they are doing in the course, and that you are open to making changes for their benefit.

References:
McKeachie, Wilbert J (2002). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers.

Chris Palmer is a professor in the School of Communication at American University. He can be reached at palmer@american.edu.

Show up early for class: Showing up early for class allows you to connect with your students. Greet them warmly and engage them in conversation. Arrive meticulously prepared, including having backup plans and extra magic markers or chalk in your pocket.

Take roll: Some professors believe it’s the student’s responsibility, as an adult, to attend class. There’s merit to that argument, but I’ve found that students are more likely to attend class if they know I take roll. This helps you and the students to learn names and helps build a sense of community.

Start with student summary of last class: Start class by asking a student to summarize the main points from the last class. This provides continuity (and helps students who were absent), and also helps students feel comfortable with oral communication. Let your students know you plan to do this so they can prepare.

Write the plan for the class on board: Write the plan for the class on the board before students arrive. This helps the students know what to expect and encourages participation. Refer back to the plan as the class unfolds. This gives you a chance to recap and answer questions. You don’t have to cover everything in the plan. Remain flexible. The goal is to focus on student learning, not necessarily cover every detail in the outline on the board.

Play short games: For long classes, occasionally play a short game (sometimes called ice-breakers), especially early in the semester. Such games, which last no more than a few minutes, help students get to know each other. They are a fun break from the intensity of the class and help to build a sense of belonging and community. Students’ motivation and desire to learn are increased.

Have field trips as part of the class: Whenever possible, have field trips and excursions. Interacting with students in a non-classroom environment can be more engaging because the students tend to feel more relaxed.

Invite parents and siblings: Tell your students that if their parents or siblings are ever in town, they are welcome to sit in on the class so they can see what a typical class is like.

Complete the class: At the end of each class, summarize what was accomplished. Reinforce and underscore the two or three key messages or learning points you’d like the students to come away with. Go over the homework due at the start of next class, providing a typed handout, so there is no confusion about what you are requesting. Another idea at the end of the class is to have your students write a “minute paper,” asking them “What is the most significant thing you learned today” and “What question is uppermost in your mind at the end of today’s class” [Davis 56].

End the class on time: End the class on time to show basic consideration for the value of the students’ time.

References:
Davis, Barbara Gross (1993). Tools for Teaching.

Chris Palmer is a professor in the School of Communication at American University. He can be reached at palmer@american.edu.

Convey your passion and enthusiasm for the subject: Your whole body language and voice must convey the message that there is nowhere else you’d rather be. Many professors like to walk among the students, and have their whole body and voice reflect their great fascination with the subject matter. Classes are much more engaging when teachers are moving around and not sitting still or lecturing from a lectern. When students see their professor’s passion, they want to participate.

Create a welcoming environment: Effective teachers create welcoming classroom environments that motivate students to thrive. They are committed to excellence in teaching. This manifests itself in enthusiasm, responsiveness to students’ e-mail and office visits, and willingness to go “beyond the call of duty.”

Foster a sense of belonging and respect: Students want to feel as if they belong in the class and that they have friends there. The atmosphere must be inclusive and trusting so students feel their views are heard and valued.

Promote active engagement: Lecturing may work sometimes, but even dynamic lectures can be tedious for students. Most students learn more when they are actively engaged in their own learning through reacting to lectures with questions and comments, participating in class discussions, and through active learning exercises. [McGlynn 79, 86}

Sit in a circle: For a small class, give the students a sense of community by sitting in a circle. This provokes dialogue and provides space for intentional and respectful engagement.

Make every class writing-intensive: Writing has a major role in student learning and engagement, and in promoting critical thinking and intellectual curiosity. Include a variety of writing assignments throughout the semester, informal and formal, in-class and out-of-class, “thinking” pieces, interpretive essays, research papers, reports and journals. Students not only learn to write, but they also write to learn.

Manage large lecture-based classes: If you have a large lecture-based class where many of the above ideas are irrelevant, you might try the following ideas. Chat informally with students before class and try to learn the names of some students. Set out a box by the door for feedback — questions, thoughts, suggestions, ideas, opinions, commentaries, critiques, etc. Begin or end your lectures with items from the box [Magnum 27]. Announce at the beginning of the lecture that you will ask a student to summarize the lecture at the end of the class. Or less threateningly, have students spend three minutes at the end writing up the main points, or have them write the most important thing they learned [McKeachie 61]. And have students stand up and stretch in the middle of class, no matter what the size. Make eye contact as you lecture and try to make eye contact with each student equally. Don’t give the impression of teaching to the front of the room or only to a select group or population of students.

References:
Magnan, Robert (1990). 147 Practical Tips for Teaching Professors.

McGlynn, Angela Provitera (2001). Successful Beginnings for College Teaching

McKeachie, Wilbert J (2002). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers.

Chris Palmer is a professor in the School of Communication at American University. He can be reached at palmer@american.edu.

Learn students’ names: Make a serious and obvious effort to learn your students’ names within the first one or two classes. Learning students’ names and having students learn each other’s names creates a warm environment that encourages learning and participation. Use their names when speaking in class. Ask your students to address each other by name, rather than “he” or “she.” It makes a big difference in forging bonds between them. Methods to learn names quickly include creating “name tents” placed in front of each student or having your TA take pictures of everyone and create a handout.

Introduce yourself: Many students will be interested in your background and experiences — allow students to ask questions about you [McKeachie 23]. Robert Magnan suggests play “Meet Your Teacher” and distribute the syllabus and relevant handouts, give students time to read everything, then divide the class into groups and have them decide on questions to ask you [Magnan 5]. Some professors include a brief bio in the syllabus to give students a way to talk to parents and friends about the instructor. During the semester, look for opportunities to tell your students more about your professional experiences, relating them to the learning out comes for the course. They can learn from your success and especially from your mistakes. Students should know their professors are human.

Ask students to introduce themselves: During the first class, have students introduce themselves and say something of substance about themselves. For example, a goal they have, or what they plan to do after completing their studies [Chicago Handbook 22]. Or you could have students interview one another and briefly present that other person.

Fill out a questionnaire: Have the students fill out a questionnaire about themselves, including contact information, as well as goals, interests and expectations for the course. Questions might include: Why are you taking this class? What do you hope to learn? What are your career aspirations? Can you give me any hints about teaching and learning strategies that work well for you? What is your greatest hope for yourself in this class? Discuss the students’ answers when you meet with them one-on-one. A questionnaire like this helps you know more about your students and shows them you care. If a student doesn’t want to answer some of the questions, that’s OK, too.

Meet one-on-one with students: Tell your students that they have to meet with you within the first two weeks of the semester. In these meetings, learn more about each student, including their backgrounds, interests and life goals. Make an effort to get to know individual students’ interests and concerns and to acknowledge their individuality. For large lectures where the professor cannot meet with everyone individually, invite in groups of three or four, or assign students to meet with a TA or other faculty mentor. There is a line beyond which the conversation might be perceived as prying, so watch out for that.

Learn from your students: Tell your students what you expect to learn from them, not only during class discussions, but also from their research and papers. Students want to feel that their work has the potential to make a valuable contribution. You can also tell your students about a recent time that you learned something from a student.

Share your tips for building student engagement in the comment box below.

References:
The Chicago Handbook for Teachers (1999). A Practical Guide to the College Classroom.

Magnan, Robert (1990). 147 Practical Tips for Teaching Professors.

McKeachie, Wilbert J (2002). McKeachie’s Teaching Tips: Strategies, Research, and Theory for College and University Teachers.

Chris Palmer is a professor in the School of Communication at American University. He can be reached at palmer@american.edu

In this, the first installment of a six-part series on building student engagement, I offer some suggestions on how to use the syllabus to help you set a tone of engagement and excellence right from the start.

Devise specific learning outcomes: In the syllabus, make the learning outcomes as specific and clear as possible, and relate these to the assignments and to your grading metrics. For example, state specific learning goals as well as how you will assess whether the students meet these goals (pop quizzes, tests, discussions, etc).

Describe class format: Describe in your syllabus the class format. For example: “We will strive for class sessions that are lively, engaging, fun, creative and informative. Our format will combine discussion, presentations, guest speakers, case studies, in-class screenings and analysis.”

Spell out expected student behavior: Describe in your syllabus the behavior you expect from your students. For example: “Students are expected to come each week prepared to contribute their knowledge and insights. We will all learn from each other. All reading and written assignments must be completed before coming to class, and written assignments must be free of spelling and grammatical errors. There will be extensive peer review and interaction. More than your physical presence is required in class. I am looking for attentiveness, vitality and enthusiasm during class. Participation in class will raise your grades. The give-and-take of information, ideas, insights and feelings is essential to the success of this class. Thoughtful, informed, balanced and candid speech is most helpful, especially when critiquing each other’s work.”

Describe expected professional behavior: You might even want to go a step further and add a paragraph to your syllabus describing the professional behavior you are looking for from your students. For example: “Students are expected to act in a professional manner, meeting deadlines, solving problems, cooperating with classmates, and generally contributing in a positive way to the class. Working in the real world often means searching for solutions in a group context. Teamwork, listening, empathy, enthusiasm, emotional maturity, and consideration of other people’s concerns are all essential to success. Please bring these qualities and values with you to class. It is as important to ‘practice’ these interpersonal skills as it is to learn new intellectual content. Students will be evaluated on their professional demeanor in class.”

These are simply suggestions to get you thinking about how to engage students from the beginning using your syllabus. Some of the suggestions may not work for you because of the size or content of your class. Classroom management strategies must be shaped around the maturity and expectations of the class and the individual teaching style of the professor.

In the next five articles of the series, I will offer student engagement strategies related to: first classes, classroom atmosphere, classroom specifics, classroom interactions, and beyond the classroom. If you’d like to share your strategies for using the syllabus to build student engagement, please do so in the comment box below.

Chris Palmer is a professor in the School of Communication at American University. He can be reached at palmer@american.edu.