As we mentioned in the June 28 and July 5 posts, during the opening keynote at The Teaching Professor Conference, Elizabeth F. Barkley, a professor
As we mentioned in the June 28 post, during the opening keynote at The Teaching Professor Conference, Elizabeth F. Barkley, a professor at Foothill College
During the opening keynote at The Teaching Professor Conference, Elizabeth F. Barkley, a professor at Foothill College and author of Student Engagement Techniques: A Handbook for College Faculty (Jossey-Bass, 2010) presented on a topic she titled Terms of Engagement: Understanding and Promoting Student Engagement in Today’s College Classroom.
Institutions are beginning to create jobs that recognize by name the importance of student engagement in and out of the classroom. These positions are based on the idea that students who contribute actively to their learning environments—through experiences such as learning communities, service-learning, first-year seminars, and undergraduate research—are more likely to succeed in college.
One of the student engagement techniques described in Elizabeth F. Barkley’s Student Engagement Techniques: A Handbook for College Faculty has students predicting and reflecting on their exam preparation and performance. It’s a technique that helps students see the correlation between their efforts and their exam scores, as well as one that helps them assess the effectiveness of the study strategies they use.
I dread the moments when I look out into a classroom and see a collection of blank stares or thumbs clicking on tiny keypads: a pool of disengaged students, despite what I thought was a student-centered activity. Recently, I have been considering how teachers (me specifically) undermine our own efforts to engage students.
When I started teaching 27 years ago, like the scarecrow in The Wizard of Oz I believed that just having a brain would make me successful. And so each class session I would literally “take the stage” on a raised platform to deliver what was in my head and on my papers. Even though there were 60 students in the class, there could just as well have been none because I basically ignored the students. They were objects, sponges whose task was to absorb course content.
As a marketing professor, I often found myself scouring publications, stores, and my cabinets prior to a lecture, to find real-world examples of concepts I was teaching. Although students seemed to appreciate and learn from these examples, it didn’t get them as actively involved in their learning as I’d like.
Two of the big buzzwords in higher education are “student engagement” and “teacher effectiveness.” One way to address these intertwined issues is to improve the quality of student-teacher interactions both inside and outside the classroom.
We are bombarded with information about online course supplements and the newest interactive multimedia components, all touted as the best approach to engage today’s learners in the online environment. Dedicated practitioners puzzle over how, when, and where to incorporate multimedia within their online courses and further agonize over the potential effects of choosing not to do so.
