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Engagement means different things to different people

Student Engagement

What does “student engagement” mean to you?

Barkley & Major, 2020

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What does "student engagement" mean to you?

The Slido app must be installed on every computer you’re presenting from

Do not edit�How to change the design

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Barkley & Major have proposed a definition of student engagement

Student Engagement

“Student engagement is the mental state students are in while learning, representing the intersection of feeling and thinking”

Barkley & Major, 2020

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Student engagement is the mental state students are in while learning

Student Engagement

https://www.centralriversaea.org/blog/curriculum-and-instruction/2024/01/24/learner-engagement/

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Student engagement has two factors

Student Engagement

The feeling aspect of engagement

Students that “care about what they’re learning; they want to learn” (college teachers)

The degree of attention, curiosity, interest, optimism, and passion students show when

they are learning (www.edglossary.org/student-engagement/)

Students’ willingness, need, desire, and compulsion to participate in, and be successful in, the learning process (Bomia et al., 1997)

Barkley & Major, 2020

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Student engagement has two factors

Student Engagement

The thinking aspect of engagement

Students that are “trying to make meaning of what they are learning”; “involved in the academic task at hand and are using higher-order thinking skills”

Student’s psychological investment in and effort directed toward learning, understanding, or mastering the knowledge, skills, or crafts that academic work is intended to promote (Newmann, Wehlage, & Lamborn, 1992)

Barkley & Major, 2020

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A model for student engagement incorporates motivation and active learning

Student Engagement

Barkley & Major, 2020

Feeling aspect = motivation
Thinking aspect = active learning

“Student engagement is the mental state that results from the synergistic interaction between motivation and active learning”

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What are things that you think teachers can do to promote student engagement?

The Slido app must be installed on every computer you’re presenting from

Do not edit�How to change the design

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Teachers can promote student engagement

Student Engagement

Barkley & Major, 2020

Efforts toward enhancing motivation can improve engagement and learning outcomes (see Lazowski & Hulleman, 2016 for a meta-analysis)

Teachers can play a meaningful role in promoting student engagement and learning outcomes by incorporating active learning techniques

Greater learning gains in introductory physics classes using interactive-engagement methods (Hake, 1998)
There is broad support for active learning, collaborative/cooperative learning, and problem-based learning (review by Prince, 2004)
“There IS evidence that active learning, student-centered approaches…work, and they work better than more passive approaches…..The time has come for all of us to practice “evidence-based” teaching.” (review by Michael, 2006)

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Nilson identifies several powerful positive motivators

Student Engagement

Nilson, 2010

Positive motivators in order of descending importance:

Positive attitudes and behaviors of the instructor

Cohesive course structure

Student prior interest in material

Relevant course content

Appropriate assessment measures

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Nilson identifies several powerful negative motivators

Student Engagement

Nilson, 2010

De-motivators in order of descending importance:

Negative attitudes and behaviors of the instructor

Disorganized course structure

Poor learning environment

Boring/irrelevant course content

Student prior disinterest in material

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There are content and process theories about motivation

Student Engagement

Barkley & Major, 2020

Content theories – what motivates human behavior 🡪 attempt to fulfill needs

E.g. Maslow (1943): physiological, safety and security, social needs, self-esteem, self-actualization

Process theories – how individuals are motivated 🡪 what drives behavior to achieve a goal

Adam’s Equity Theory (1963) – individuals are motivated when they perceive they are treated equitably in comparison to others within the organization

Locke’s Goal-Setting Theory (1968) – individuals are motivated by establishing goals; they then take action to achieve those goals

Vroom’s Expectancy Theory (1964) – individuals are motivated by the performance and the expected outcomes of their own behavior

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Barron suggests a formula for motivating your students

Student Engagement

Getty, Barron, & Hulleman (2021)

M = E + V – C
Motivation = Expectancy + Value - Cost

E = expectancy (can I do the task?)

(clear expectations, goal setting, appropriate challenge, feedback, support)

V = value (do I want to do the task?)
(enthusiastic models, relevance, context and rationale, choice and control, sense of belonging)

C = cost (time, resources required)

Presentation by K. Barron at SVSU, February 19, 2016

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What do your students report hearing about organic chemistry before they take your class?

The Slido app must be installed on every computer you’re presenting from

Do not edit�How to change the design

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Active learning activities can be simple or complex

Student Engagement

Retrieved from: https://cafe.mst.edu/teaching/activelearning/

Prepared by Chris O’Neal and Tershia Pinder-Grover, Center for Research on Learning and Teaching, University of Michigan

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Student Engagement

We can promote synergy between motivation and active learning by creating a sense of classroom community

Barkley & Major, 2020

Students in classes with greater emphasis on collaboration were more likely to use higher order learning strategies like critical thinking (Karabenick & Collins-Eaglin, 1997)

Consider using collaborative learning techniques:

Roundtable
Structured problem solving
Round robin
Think-pair-share
Word webs/concept maps

Barkley, Major, & Cross, 2014

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Student Engagement

We can promote synergy between motivation and active learning by helping students work at their optimal level of challenge

Barkley & Major, 2020

Consider appropriateness of assessments

Solicit and use feedback in both directions (by both faculty and students)

Metacognition

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In-class polling can be used to engage students and solicit feedback e.g. TopHat

Student Engagement

Barkley & Major, 2020

Solution:

Use a class polling system (I use TopHat’s classroom response system)
Students can answer using cellphones, laptops, tablets, etc. (through WiFi) or text message
8-10 questions per week
Small portion of grade allotted (can grade only on participation or correctness or a combination) or can use as extra credit

Goals:

Give students immediate, low stakes feedback on a topic
Immediately recognize areas of confusion and concern and topics with which students are struggling

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Which is the most significant resonance structure shown below?

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Identify the halide that will react fastest in an SN1 reaction

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What is the relation between the following compounds?

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Which of the following alcohols could exist as a pair of enantiomers?

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There are lots of other in-class polling options

Student Engagement

iClicker
Mentimeter
Socrative
Quizzizz
Slido
Poll Everywhere

Plickers

Cue cards
Fingers held in front of chest

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Student Engagement

We can promote synergy between motivation and active learning by teaching so that students learn holistically

Barkley & Major, 2020 and adapted from Fink, 2013

Integrate the cognitive, affective, and psychomotor domains

Fink – Significant learning experiences

Retrieved from: https://www.buffalo.edu/catt/teach/develop/design/learning-outcomes/finks.html

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You can use the Learning Goals Inventory to help identify your learning goals

Student Engagement

Barkley & Major, 2016

What are your learning goals?
What do you want students to get out of your course?

What do you believe are your students’ learning goals?
What do your students want to get out of your course?

Six categories:

Foundational Knowledge

Application of Knowledge
Integration of Knowledge
Human Dimension
Caring
Learning How to Learn

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Pre-Workshop Check

Student Engagement

https://docs.google.com/forms/d/e/1FAIpQLSeOyz3y8L_l13mdhF9a6icYr77j9z8ZUyXsVdurjR7zHbuJ9A/viewform?usp=header

What three learning goals did you rank highest last week?

What three learning goals did you rank highest after completing the LGI?

What do you think your students would identify as their most important learning goals?

What are the similarities and differences between what you value and what your students seem to value?

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I use Pre-Lecture Check assignments to motivate students to read the textbook before class

Student Engagement

Weekly assignment: Students read assigned textbook chapter and submit PLC via LMS

1. What part of the reading was clearest for you this week?

2. What was the muddiest (most confusing) part of the reading?

3. What one thing do you want me to be sure to go over during class?

4. What is one new thing that you learned from this week’s reading?

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Student Engagement

Let’s discuss your Pre-Workshop Check results…

What three learning goals did you rank highest last week?
What three learning goals did you rank highest after completing the LGI?
What do you think your students would identify as their most important learning goals?
What are the similarities and differences between what you value and what your students seem to value?

Discuss with topic team:

Any surprises? Are you emphasizing what you value?

Similarities/difference between group members?
What do you think your students value? Is there a mismatch with what you value?
If yes, how can you address that?

10 minutes

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Barkley and Major offer tips and strategies for:

Student Engagement

Fostering Motivation

Expect engagement (“engagement” points instead of participation points?)
Develop and display the qualities of engaging teachers (be prepared, authentic, enthusiastic)
Reward learning rather than behavior
Integrate goals, activities, and assessment (Backwards Design!)

Promoting Active Learning

Be clear on your learning goals (Learning Goals Inventory)
Help students develop learning strategies
Activate prior learning
Teach for retention (e.g. “flashback” questions?)
Organize lectures in ways that promote active learning (retention is best at the beginning and end and least in the middle)

Barkley & Major, 2020

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Barkley and Major offer tips and strategies for:

Student Engagement

Barkley & Major, 2020

Building Community

Reduce anonymity: learn students’ names and help students learn each other’s names
Be consciously inclusive
Use group work effectively

Ensuring Students are Appropriately Challenged

Assess students’ starting points
Help students learn to self-assess
Use scaffolding to provide assistance for complex learning

Promoting Holistic Learning

Use principles of universal design
Incorporate games
Teach so that students use multiple processing modes

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Learning contracts can help students set learning goals

Student Engagement

Darby, 2019, Barkley & Major, 2020, and Barkley & Major, 2016

Based on SET 43 Go For the Goal and LAT 47 Learning Goal Listing

Students identify learning goals

Key goals: knowledge about themselves as learners
The ability to set goals
Study skills and strategies
The capacity for lifelong learning in the subject area

Learning contracts increase student commitment, motivation, and self-direction
Set learning goals, not performance goals
Goals should be Specific, Measurable, Achievable, Realistic, and Time-bound
Given characteristics/examples of effective goal statements

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Learning contracts can help students set learning goals

Student Engagement

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There are several examples of students developing a growth mindset through the learning contract assignment

Student Engagement

Organic I Example:

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There are several examples of students developing a growth mindset through the learning contract assignment

Student Engagement

Organic II Example:

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Student Engagement

Students display a growth mindset in end-of-course feedback

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Examples of COLTs

Student Engagement

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Examples of COLTs

Student Engagement

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Examples of COLTs

Student Engagement

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Student Engagement

A “reaction log” assignment was piloted this year

Based on SET 41 Learning Log

Reaction log assignment was implemented in Organic II this year

Used as an extra credit assignment this year, but next semester plan to try it as a regular assignment

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Student Engagement

A sample “reaction log” entry was provided

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Student Engagement

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Student Engagement

A “reaction log” assignment was piloted this year

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Student Engagement

Other SETs could be used/modified for organic chemistry classes, such as….

Barkley & Major, 2020

SET 5 – Stations (e.g. models/conformations)

SET 6 – Team Jeopardy

SET 8 – Classify (e.g. nomenclature, reactions)

SET 16 – Team Concept Maps

SET 23 – What’s the Problem? (e.g. how to approach multistep synthesis/retrosynthesis)

SET 44 – Post-Test Analysis (done in stages, right after exam and after exam is returned)

SET 47 – Formative Quiz (students answer individually, share with others, teacher gives correct answer and clarifies misunderstood material)

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Student Engagement

Let’s discuss in Topic Teams…

What challenges do you have with engaging students?

What strategies do you use to engage students?

Discuss tips/strategies presented

Discuss with your group and update your Topic Google Slide

https://docs.google.com/presentation/d/1DMwKHFKLrQfZliXjQyIwpkybhK-8lY3DBg-9O-goB8M/edit?usp=sharing

15 minutes

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Student Engagement

Let’s discuss…

What challenges do you have with engaging students?

What strategies do you use to engage students?

Discuss tips/strategies presented

One person from each topic team – please report out one strategy or challenge to the large group

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Exit tickets can be used for reflection

Student Engagement

3-2-1 Exit Ticket

Complete Google Form to reflect on today’s session (Formative Assessment and SETs): https://docs.google.com/forms/d/e/1FAIpQLScaUpab5vAbqWHrOvXkHaJuWJD1ov2A_OXKOLxIDqxEz69n2w/viewform?usp=header

What are three things that you learned in today’s workshop?

What are two things that you found interesting in today’s workshop?

What is one question that you still have about active learning, formative assessment, or engaging students?

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To-Do List (Before Start of Session #4 on June 12^th)

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Post-Session #3 Activities (Homework):

Complete revisions to your formative assessment in our shared Formative Assessments Google Slide deck.
Complete the short 3-2-1 Exit Ticket

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To-Do List (Before Start of Session #4 on June 12^th)

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Pre-Session #4 Activities (all available on organicers.org)

Try the OpenOChem demo assignment (access through SVSU Canvas)
Read Green Chemistry Chapter 7
Read CURE perspective (J. Microbiol. Biol. Educ. 2017, 18(2) 18.2.30)
Browse through the Multistep Synthesis Laboratory Handout

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References

Student Engagement

Barkley, E.F. & Major, C.H. Student Engagement Techniques – A Handbook for College Faculty, 2^nd Edition. Jossey-Bass, 2020
Barkley, E.F. & Major, C.H. Learning Assessment Techniques – A Handbook for College Faculty. Jossey-Bass, 2016
Glossary of Education Reform. (2016) Student engagement. Retrieved from https://www.edglossary.org/student-engagement.
Bomia, L., Beluzo, L., Demeester, D., Elander, K., Johnson, M., & Sheldon, B. (1997). The impact of teaching strategies on intrinsic motivation. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document Reproduction Service No. ED 418925)
Newmann, F.M., Wehlage, G.G., & Lamborn, S.D. (1992). The significance and sources of student engagement. In F. Newmann (Ed.), Student engagement and achievement in American Secondary Schools. New York, NY: Teachers College Press. (also available at www.files.eric.ed.gov/fulltext/ED371047.pdf )
Lazowski, R.A. & Hulleman, C.S. (2016). Motivation interventions in education: A meta-analytic review. Review of Educational Research, 86(2), 602-640
Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74)
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93, 223-231.
Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 30, 159-167.
Getty, S., Barron, K., & Hulleman, C. (2021). Five Steps to Improve Student Motivation in Your College Courses. (available at: https://par.nsf.gov/servlets/purl/10410415 )
Karabenick, S.A. & Collins-Eaglin, J. (1997). Relation of perceived instructional goals and incentives to college students’ use of learning strategies. Journal of Experimental Education, 65, 331-341
Fink, L.D. (2013). Creating significant learning experiences: an integrated approach to designing college courses (Revised and updated edition). San Francisco: Jossey-Bass. (see also: A Self-Directed Guide to Designing Courses for Significant Learning; available at https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf )
Nilson, L.B. Teaching at Its Best (A Research-Based Resource for College Instructors), 3^rd Edition. Jossey-Bass, 2010
Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., Norman, M.K. How Learning Works – 7 Research-Based Principles for Smart Teaching. Jossey-Bass, 2010
Darby, F., Lang, J.M. Small Teaching Online – Applying Learning Science in Online Classes. Jossey-Bass, 2019