We found 553 results that contain "classroom engagement"

Michigan State University was an early leader adopter of an integrative studies approach to undergraduate general education. Unfortunately, this program has experienced structural changes that resulted in a significant increase in class sizes for ISS classes in particular. As a result, instruction in these classes has become largely didactic, and in many classes, student assessment is primarily measured through high-stakes, multiple-choice exams. For so many MSU students, this passive pedagogical approach leaves them disengaged and disinterested. The question remains: How can ISS faculty facilitate engaged and project-based interdisciplinary curriculum with the current scale of their large-format classes? It is in this context and around these challenges that this project takes shape, and with the support of a Hub Faculty Fellowship in 2020-2021, we set out to bring innovation to ISS. Over the course of three semesters and amidst mandated remote online learning, our instructional team designed and implemented a meaningful, engaged, interdisciplinary, and team-based research project into an ISS general education course (with enrollments of 300 students) on the broad topic of Material Culture Studies. For the course project, students were required to explore a complex integrative research topic of their choice related to Material Culture Studies. Their research developed within weekly benchmark steps and culminated in the production of a short documentary film over their chosen topic. All student films were then showcased in an end-of-semester virtual student film festival. The course project design and the student outcomes and experiences with this project are the focus of our presentation. Our research proposal team includes the ISS professor of the class, two teaching assistants (both who completed the film project as students in SS20), and three participant students (all who created films in FS20). Together with our various positionalities, we propose to present the findings of this innovative ISS pedagogical research in the form of an academic poster—a common format to present preliminary findings of a research project that is still in progress. Additionally, we will embed into our poster a link to our team-produced short film that documents this guiding course project in engaged digital storytelling within an ISS general education course. We hope this film will demonstrate that we are pedagogically practicing what we preach to our students.To access a PDF of the "ISS Innovation: Documentary Storytelling as Engaged Learning in General Education" poster, click here. Please note: This poster contains embedded videos that are accessible via the PDF or below. 
The title of this poster is:  ISS Innovation:  Documentary Storytelling as Engaged Learning in General Education. 
This poster contains several sections. The first section outlines the research problem and purpose and provides a brief literature review on the topic. This section ends with the articulation of the guiding research question. 
The second section is a table that describes the research methods and data collection choices for the project. This is followed by the third section that provides a detailed iconic logic model of the data analysis scheme for the research project. 
The fourth section presents selected findings from the project. There are three major findings presented, and accompanying each of the findings is a short YouTube video/film that was produced by the research team to give the viewers a comprehensive picture of the guiding course ISS project that this pedagogical research investigates.  
ISS Innovation: Active and Engaged Learning
Culturally Responsive CurriculumMotivating Creative Risk Taking
There are links to the associated film festival that showcases the documentary films that MSU students in the ISS class produced as their guiding course projects. The poster has a brief conclusion section and a references section. 

The "Welcome to My Classroom" series functions like a pedagogy and practice show and tell where educators from throughout MSU's ecosystem share something from their teaching and learning practice. Valerie shared the ways she has integrated practices in her courses to enhance and center equitable opportunities for learning!

Here are some key take-aways from Dr. Hedges:


When it comes to syllabus language, be transparent about your choices and don't be afraid to cite sources for your rationale. We ask students to cite their sources, we should too. If you need help surfacing and/or naming your pedagogical practices, contact the Center for Teaching and Learning Innovation!
Fostering a sense of belonging is important to student success. Instructors can design interactions at three levels to help promote a students sense of belonging: learner-learner interations, learner-instructor interactions, and learner-content interactions. Check out the recording (below) for more on each!
Being flexible can make a big impact.  Where and when do students in your course have a sense of choice or agency in their learning? Are you sharing content in ways that allow people multiple modes of engagement? What barriers to accessing your learning experience exist? What are your current late work policies (and why do they exist - see takeaway bullet one)?
Not all the things "we've always done" are the best way of ding things. When it comes to grading, one simple way to make your practices more equitable is to remove participation and attendance based grades. If you want to consider bigger shifts, you might think about giving students multiple attempts at quizzes. Valerie incorporates feedback and learner reflection into this practice, and has ultimately moved away from a point-based grading system to what she calls "ungrading-lite"
A more student-center course with a focus on equitable practices has ultimately contributed to a more accommodating and empathetic environment for all!

Resources for Continued Growth:
To support your ongoing professional development please consider these resources:

Slide Deck: Access Valerie’s Welcome to My Classroom slide deck which outlines why equitable pedagogy is important, shares examples of how Valerie fosters a sense of belonging through a welcoming course structure, and highlights key considerations of equity in assessments and grading.
Syllabus Example: In the Q&A following Valerie's formal presentation she shared an example of one of her course syllabi to demonstrate the language she uses to set the tone for her learning environment, describe her approach to grading, and more.
Online Discussion: Do you have excamples of equitable, inclusive educator practices that you'd be willing to share broadly? Consider adding an article describing your practice, outlining an activity, or even reflecting on an experience! You can also share how Valerie's talk sparked ideas and questions about equitable pedagogy in the comments below. Both can be done by logging in to the #iteachmsu commons (you're already here!) with your MSU netID (click "log in" in the upper right corner)! 
Recording: In case you missed the session or would like to revisit it, you can view the full recording on MediaSpace (also embedded below).

The cover photo for this article was sourced from "EquityTool". 

A more in-depth look at the challenges facing English language learners in college, as well as considerations and strategies for college instructors. While an older resource, its conclusions remain relevant.

Title: How to Encourage Student Engagement: Using PearDeck and Interactive SlideshowsPresenter: Nicholas Norris (RCS- French Program)Format: WorkshopDate: May 11th, 2023Time: 11:30 am - 12:30 pmClick to viewDescription: Introducing classroom material in a way that encourages student engagement can sometimes present itself as an obstacle that instructors must overcome. Nevertheless, providing a means for students to be engaged in class is not only important to foster their learning, but also to make class time more enjoyable. Over the course of the past year, thanks to a series of student surveys, I have established that, as a result of presenting my lesson plans through interactive slideshow presentations, the platform PearDeck is an essential tool for instructors to maximize student engagement in the classroom. As a part of my workshop How to Encourage Student Engagement: Using PearDeck and Interactive Slideshows, I will present a condensed version of one of my own lesson plans using PearDeck as a means to simulate the student experience for participants. In this way, they will not only witness how the various components can transform a simple presentation into an interactive slideshow (e.g., answering questions, taking polls, dragging and dropping items and drawing), but also they will encounter first-hand how these features helped enhance their own engagement with the material. Following the simulation, I will also instruct participants on how to set up PearDeck with both PowerPoint and Google Slides as well as demonstrate how to apply its various accessories to slides so that they can experiment with producing their own interactive slideshow. In return, participants will leave with a new toolkit to help them facilitate and promote student engagement in their own classroom.

As teachers or students, we each enter the classroom with expectations and norms that have been cultivated by the communities and cultures from which we come. As in many social spaces shared by people with diverse identities and backgrounds, it takes explicit effort to ensure that equity and inclusion are truly guiding principles for interactions in the classroom. These are important considerations for all educators; in your reflections and preparations for classroom instruction, interactions with graduate teaching assistants and advisees, and even in many engagments with other educators.CLASSROOM DYNAMICS

Be aware of power attached to social roles and power attached to social identities. Unequal power manifests in the classroom, for one, due to the differing social roles of instructor and student. Instructors exercise power in designing courses, leading class discussions or activities, deciding grades, and offering mentorship and connection to resources for student support and development. 
Acknowledge and counter bias in the classroom. In the classroom, bias shows up implicitly and explicitly by way of course materials, classroom discussions, grading, evaluations, and more.When critically examining your course or classroom for bias, you may consider explicit and unacknowledge norms and expectations, financial burden of your course, representation in your syllabus (reading materials, cases, scenarios etc.), weight of class participation in grades, and other class policies. 
Recognize and counter stereotype threat and lift. Stereotype threat is a phenomenon in which certain groups’ academic performance is negatively impacted due to increased vigilance about possibly confirming existing stereotypes. It's important to respect each of your students as individual learners and encourage a growth mindset in the classroom. This means normalizing mistakes and failures, emphasizing the value of challenge, and offering students a variety of ways to demonstrate their learning. 

EARLY IN THE TERM

Introduce yourself to your class. Tell them about your background: how you first became interested in the subject, how it has been important to you, and why you are teaching this course. Genuinely convey your enthusiasm for the field and the subject; sharing your "why" for teaching in an authentic way. If you are comfortable doing so, introduce yourself so that your students know more than your name and contact information (e.g., outside interests, family, academic history, personal experiences). Centering yourself as a whole-human can set the tone for students doing the same. 
Give students an opportunity to meet each other. Ask students to divide themselves into groups of three to five and introduce themselves. Or go around the room and ask all students to respond to one question, such as “What’s the one thing you really want to learn from this course?” or “What aspect of the course seems most appealing to you?”
Invite students to fill out an introduction card. Suggest that they indicate their name, year in school, major field of study, goals in the course, career plans, and so on.
Learn students’ names. By learning and using your students’ names, you can create a comfortable classroom environment that will encourage student interaction. Knowing your students’ names also tells them that you are interested in them as individuals. Did you know 
Divide students into small groups. Give groups a small task, such as a brainstorming exercise, then place responses on the board for discussion and interpretation. These groups can change over time, regardless setting group agreements should be an established practice. CTLI has a student-facing survey library that includes a group agreement form. Learn more on accessing this library here.
Encourage students to actively support one another. Help them connect with at one or two other students in the class whom they can contact about missed classes, homework assignments, study groups and so on. You might also use the learning management system to create an online discussion forum where students can respond to each other's queries.  

THROUGHOUT THE TERM

Let students know that they are not faces in an anonymous audience. In large courses, students often think that their classroom behaviour (eating, talking, sleeping, arriving late, etc.) goes unnoticed. Remind students that you and their classmates are aware of -- and affected by -- their behaviour. 
If your class has extra seating space, ask students to refrain from sitting in certain rows of the classroom. For example, if you teach in a room that has rowed seating, ask students to sit in rows 1, 2, 4, 5, 7, 8 and so on so that you can walk through the audience where there is an empty row.
Recognize students’ extracurricular accomplishments. Read your campus newspaper, scan the dean’s list, pay attention to undergraduate awards and honours, and let students know that you are aware of their achievements.
Listen to students with warmth and respect. Give them your full attention. Be personable and approachable – remember the positive power of a smile.
Validate all comments and questions, even those that might seem irrelevant.
Welcome criticism and receive it with an open mind. Model for your students how you would like them to reflect on the feedback that you will be providing to them. 
When you don’t know something, ask your students for help. For example, during class, ask someone with a laptop to do a Google search for a fact or piece of information that pertains to class discussion. 
Be inclusive. Use gender-inclusive language and when giving examples make them culturally diverse.
Capitalize on outside events or situations, as appropriate. Relate major world events or events on campus both to your class and to the fabric of your students’ lives outside the classroom.
Arrive early and chat with students. Ask how the course is going. Are they enjoying the readings? Is there anything they want you to include in lectures?
Seek out students who are doing poorly in the course. Write “See me during my office hours” on all exams graded C- or below to provide individualized feedback.
Acknowledge students who are doing well in the course. Write “Good job! See me after class” on all exams graded A- or above. Take a moment after class to compliment students who are excelling.
Schedule topics for office hours. If students are reluctant to come, periodically schedule a “help session” on a particular topic rather than a free-form office hour.
Talk about questions students have asked in previous terms. Mention specific questions former students have asked and explain why they were excellent questions. This lets students know that you take their questions seriously and that their questions will contribute to the course in the future.
When feasible, give students a choice in the type of assignments they can do. For example, rather than assigning a traditional essay, give them the option of making a podcast, analysing a case study, giving a poster presentation, and so on. 
Consider providing options for how the final grade will be calculated. For example,  individual students can decide that the midterm will be worth 25% and a major project worth 35% -- or vice versa. 
Listen attentively to all questions and answer them directly. If you will cover the answer during the remainder of the lecture, acknowledge the aptness of the question, ask the student to remember it, and answer the question directly when you arrive at that subject.
Try to empathize with beginners. Remember that not all of your students are as highly motivated and interested in the discipline as you were when you were a student. Slow down when explaining complex ideas, and acknowledge the difficulty and importance of certain concepts or operations. Try to recall your first encounter with a concept – what examples, strategies, or techniques clarified it for you? 
When a student seems disgruntled with some aspect of the course, approach him or her in a supportive way and discuss the feelings, experiences, and perceptions that are contributing to the issue.
Celebrate student or class accomplishments. Instigate a round of applause, give congratulations, share cookies! 

Thank you to colleagues in university educator development at the Derek Bok Center for Teaching and Learning at Harvard University, the Center for Teaching Excellence at the University of Waterloo, and others for their materials that informed or were adapted into this resource. 
Resources

Eble, K. E. (1988). The Craft of Teaching: A Guide to Mastering the Profession and Art. 2nd Edition. San Francisco: Jossey-Bass Publishers.
Forsyth, D. R, & McMillan, J. H. (1991). Practical Proposals for Motivating Students. In Menges, R. J., & Svinicki, M. D., eds. College Teaching: From Theory to Practice. New Directions in Teaching and Learning, No.45. San Francisco: Jossey-Bass Publishers, p.53-65.
Gross Davis, B. (2009). Tools for Teaching, 2nd Edition. San Francisco: Jossey-Bass Publishers.
Ralph, E. G. (1998). Motivating Teaching in Higher Education: A Manual for Faculty Development. Stillwater, Oklahoma: New Forums Press, Inc.
Wlodkowski, R. J. (1978). Motivation and Teaching: A Practical Guide. Washington, D.C.: National Education Association.
Fostering Student Morale and Confidence. Centre for Teaching Excellence, University of Waterloo

Photo by Towfiqu barbhuiya on Unsplash

Topic Area: Pandemic Pivot
Presented By: Mina Shin, Ross Chowles, Yanjiang Teng
Abstract:
Travel is on a halt but international engagement and exchange don't stop under the pandemic. The Visiting International Professional Program (VIPP) continues advancing international education and professional exchange by developing innovative virtual programs during the pandemic. Our business model was based on in-person programs for the past 30 years but the pandemic pushed us to completely makeover our operation and reimagine international engagement in a creative way. In our presentations, we will share our experiences of running three successful online programs – 1) the fee-for-service professional development program for the South Korean government 2) the digital marketing, online virtual winter school program, for both MSU and international students 3) and the U.S. Department of State-funded exchange program for international professionals. Developing virtual programs for audiences living in different continents and time zones requires creativity while implementing the programs needs careful down-to-the-minute planning. This joint presentation between the VIPP and the Department of Advertising and Public Relations will focus on the challenges and rewards of running online programs. Our success story demonstrates how international exchange can continue in a virtual realm and bring value to all institutions and individuals involved. One of the Korean students who participated in our virtual program testified: “it is a miracle that we all meet virtually and learn from each other.”
Session Resources:
VIPP Virtual Programs (PDF)
Borderless Ideas (PDF)
Student Support (PDF)

Since 2017, the MSU Strategic Communication Online M.A. has been helping working professionals advance their careers with skills the marketplace demands. A tenet of the program has been the fostering of interpersonal engagement, by creating spaces for student-to-student interaction and student-to-staff interaction. Through surveys and interviews with current students, we measure the importance of program engagement for students by tracking the effectiveness of: various communication mediums and tools; and personal touchpoints with classmates and MSU StratCom staff.

To access a PDF of the "The importance of interpersonal engagement in an online master's degree program" poster, click here.
Description of the Poster 
The importance of interpersonal engagement in an online master’s degree program 
 Introduction 
The purpose of this report is to provide the Michigan State University Strategic Communication Online M.A. a summary of students’ perceptions of engagement in the program. This report focuses on the responses of currently enrolled students as of Spring semester 2021. Students voluntarily responded to a survey sent out via email and social media. Additionally, students were given the option to agree to a second phone interview for further insights. The report looks at engagement through students’ connection to each other, to staff and faculty, and facilitated through various tools and media. 
Methodology 
Survey Purpose and Methodology 
To gain an understanding and perspective of students’ views on engagement in the StratCom program a written survey was sent by Daune Rensing, StratCom Student Advisor, via email.  


The email was sent to the MSU email address of students currently enrolled in either the StratCom master’s or certificate program, on March 15, 2021. 


Written reminders were sent March 22 and March 29. 


A video reminder was posted by Jason Archer, StratCom Director, on StratCom’s Student Life, Teams and Facebook pages on March 29. 




The 24-question survey was closed on April 2, extended from the original deadline of March 25. 


Sixty-two responses were received with 2 incomplete surveys, resulting in 60 responses.  


Phone Interview Purpose and Methodology 
To expand the understanding and perspective students views on engagement in the StratCom program, a follow up phone interview was conducted. Forty students responded positively to a question on the survey asking if they would be willing to participate in a follow-up phone interview with a fellow student. 
Limitations 
The limited nature of the data set needs to be taken into consideration when weighing the meaning and significance of the insights reported here. The written surveys were completed by students enrolled anywhere from their first semester to last in the program, which may affect their perceptions of the program. All phone interviews were conducted by one person, which may result in some bias of interpretation. 
Research Questions 
To measure the importance of engagement in the StratCom program, the research questions in the survey and phone interview fell into three categories:  

What tools and resources are important for student engagement in the StratCom program?  
Do students feel the StratCom program is meeting their engagement needs?  
What changes/improvements does the StratCom program need to make to meet students’ expectations? 

Results 
These graphs highlight responses to our first two questions of what students do value and what they don’t value, and that we are meeting their engagement needs. The conclusion, in more detail, addresses ways in which respondents feel StratCom can improve engagement. 
Conclusion 
Overwhelmingly, respondents felt that StratCom was meeting their engagement needs, in terms of tools used and connection to faculty and staff, and that it was an important part of their time in the program. To continue StratCom’s good start, some respondents had suggestions to strengthen their engagement experience even more:

Set expectations for tools and resources 
More student onboarding  
Intentional diversity throughout the program 
Develop stronger bonds with fellow students and instructors 
Standardization in the curriculum 
Use the coursework to develop student-led engagement activities in the program 

Future Work 
Planning for StratCom’s future and creating a sustainable engagement model are themes respondents suggested. For instance, leadership contingency plans, consistency among courses and “keeping their finger on the pulse” of student needs and industry requirements were all important things to consider moving forward. 
  
 

Returning to Teaching Inclusively
Last week, Dr. Melissa McDaniels introduced inclusivity in the classroom, focusing on course curriculum design. This week we encourage you to extend this focus and think about how your identity influences the classroom environment.
 
This week, we want you to consider an alternative perspective about how you can make classrooms places where all students feel seen and heard. This perspective – that of “anti-oppression” – rather than inclusivity or diversity – will help you understand the role instructors play in creating classroom environments in which some students are oppressed and others are privileged. We recommend this lens because it focuses on the systems in which oppression operates rather than on differences themselves. Individuals differences can too often be used by educators (consciously or unconsciously) to privilege or oppress those they are teaching. Anti-oppression in the classroom begins with you. A later blog post addresses how student (rather than instructor) identities influence the classroom environment.
What is an Anti-Oppressive Classroom?
Anti-oppressive classrooms are those in which all forms of oppression are actively and intentionally challenged. Anti-oppressive classrooms attempt to directly address issues of power toward the fullest recognition of all individuals. As instructors, we have considerable power/influence over the classroom environment. How we assume that role and use that power will determine the boundaries and expectations for a non-oppressive classroom. As the instructor, you set the parameters. Your students will either be empowered or oppressed as a result of how you employ your identity in the classroom. This is why it’s important to begin the process towards an anti-oppressive classroom by reflecting on elements of your own identity.
Reflecting on Your Identity
Authentic self-reflection may not be easy, but is required if you commit to a non-oppressive classroom. This is a process…it involves steps. We can only start from who and where we are. To help you start your journey, we provide four questions to engage you in intentional thought towards becoming mindful of your identity.
Four Questions to Begin your Journey
(1) Are you aware of your identity statuses: sex, gender, sexuality, race, ethnicity, age, ability, religion, socioeconomic status, national status, language, etc.?
Answering this question is the first step toward a non-oppressive classroom in that you become aware of your identity statuses so that you can understand their meaning and how they intersect. (For instance, you’re not only Latino or White …you’re a [Latino or White], heterosexual, cisgender (insert other identity statuses here) male.)
(2) Have you acknowledged/do you understand what those identities mean to you? 
For instance, do you know what it means to be white racially if you identify as racially white? Answering this question allows you to understand who you are, so that you can begin to address the privileges (or lack thereof) associated with your identity statuses.
(3) Have you accepted the privileges (or lack thereof) that comes with your identity? 
Have you internalized why this matters? Answering this question allows you to deal with reactions you may have while accepting your identity statuses (such as defensiveness, guilt, powerlessness, responsibility, ownership), so that you can embody your identity in a true and authentic way.
(4) Do you actively engage your identity within your teaching? 
How do you situate or position yourself in the classroom? Now that you have become aware of, acknowledged and accepted your identity statuses, you must critically consider what actions you can take to address your privilege (or lack thereof) in the classroom.
We Are All Works in Progress
These issues are complex. Remember, you can only start from who and where you are. To create a non-oppressive classroom environment, it’s imperative that instructors commit to becoming conscious of their own identity and the impact identity has on teaching and learning.
 
Additional Resources
Case, K.A. (Ed.). (2013). Deconstructing privilege: Teaching and learning as allies in the classroom. New York, N.Y.: Routledge.
 
Johnson, A. G. (2006). Privilege, power, and difference. Boston, Mass: McGraw-Hill.
 
We’d like to know: Who and where are you on your identity journey? What have you done to engage your identities in the classroom? Share your experiences (both successes and challenges) with us in the comments section below or via social media using the hashtag “#iteachmsu.”
 

 
Originally posted at “Inside Teaching MSU” (site no longer live): Shellgren, M. & Mo, S. Cultivating Inclusive Classrooms: Being Mindful of Your Identity. inside teaching.grad.msu.edu