Ateh, Comfort M.; Charpentier, Alicia
Many students perceive science to be a difficult subject and are minimally engaged in learning it. This article describes a lesson that embedded an activity to engage students in learning science. It also identifies features of a science lesson that are likely to enhance students' engagement and learning of science and possibly reverse students'…
Bruckner, M. Z.; O'Connell, K.; McDaris, J. R.; Kirk, K. B.; Larsen, K.; Kent, M.; Manduca, C. A.; Egger, A. E.; Blockstein, D.; Mogk, D. W.; Taber, J.
Establishing relevance and effective communication are key mechanisms for building student and community engagement in a topic and can be used to promote the importance of working across disciplines to solve problems. Sustainability, including the impacts of and responses to climate change, is an inherently interdisciplinary issue and can be infused across courses and curricula in a variety of ways. Key topics such as climate change, hazards, and food, water, and energy production and sustainability are relevant to a wide audience and can be used to build student engagement. Using real-world examples, service learning, and focusing on the local environment may further boost engagement by establishing relevance between sustainability issues and students' lives. Communication plays a key role in the exchange of information across disciplines and allows for a more holistic approach to tackling the complex climate and sustainability issues our society faces. It has the power to bridge gaps, break down disciplinary silos, and build connections among diverse audiences with a wide range of expertise, including scientists, policy-makers, stakeholders, and the general public. It also aids in planning and preparation for, response to, and mitigation of issues related to sustainability, including the impacts of climate change, to lessen the detrimental effects of unavoidable events such as sea level rise and extreme weather events. Several workshops from the InTeGrate and On the Cutting Edge projects brought together educators and practitioners from a range of disciplines including geoscience, engineering, social science, and more to encourage communication and collaboration across disciplines. They supported networking, community-building, and sharing of best practices for preparing our students for a sustainable future, both in and out of the workplace, and across disciplines. Interdisciplinary teams are also working together to author curricular materials that highlight
McCormick, Mary; Bielefeldt, Angela R.; Swan, Christopher W.; Paterson, Kurtis G.
Purpose: The purpose of this study was to design an assessment instrument to evaluate students' attitudes toward sustainable engineering (SE). Factors that impact SE beliefs could then be explored. Design/methodology/approach: Using the definition of sustainability from the Brundtland report and expectancy value theory, students' sentiment toward…
Collins, Eva; Kearins, Kate
In-class, stakeholder negotiation exercises are proposed as a means of students experiencing and reflecting critically on the potential and the risks of an increasingly popular mechanism for advancing sustainability--stakeholder engagement. This article reviews the theoretical framework for stakeholder engagement and for an issue-based rather than…
Conduit, Jodie; Karpen, Ingo; Farrelly, Francis
system (the university), the narrow service system (the course), and the individual dyadic level of engagement (the student-lecturer interaction). These findings could be further considered and empirically tested in other engagement contexts (e.g. employee engagement, customer engagement).......Universities are seeking to actively and strategically manage student engagement through providing opportunities for students to interact and engage with the institution on a range of levels and in different ways. However, this increasingly complex and multi-layered nature of student engagement...... within a tertiary education environment is not well understood. Through qualitative focus groups and a series of interviews with undergraduate and postgraduate students, this study explores and articulates the cognitive, emotional, behavioural and social dimensions of engagement that depict the nature...
As online education escalates, it is important for instructors to explore teaching techniques that engage students and enhance learning at a profound level. To achieve this goal, instructors must look at the primarily text-based environment of the online class not as a limitation, but as an opportunity. Attentive and highly personal teaching that…
Sustainability issues are increasingly important in engineering work all over the world. This article explores systematic differences in self-assessed competencies, interests, importance, engagement and practices of newly enrolled engineering students in Denmark in relation to environmental and non-environmental sustainability issues. The…
Sustainability issues are increasingly important in engineering work all over the world. This article explores systematic differences in self-assessed competencies, interests, importance, engagement and practices of newly enrolled engineering students in Denmark in relation to environmental and non-environmental sustainability issues. The empirical base of the article is a nation-wide, web-based survey sent to all newly enrolled engineering students in Denmark commencing their education in the fall term 2010. The response rate was 46%. The survey focused on a variety of different aspects of what can be conceived as sustainability. By means of cluster analysis, three engineering student approaches to sustainability are identified and described. The article provides knowledge on the different prerequisites of engineering students in relation to the role of sustainability in engineering. This information is important input to educators trying to target new engineering students and contribute to the provision of engineers equipped to meet sustainability challenges.
Ismail, Emad A.; Groccia, James E.
Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill…
Ford, Channing R.; Wilkins, Emily B.; Groccia, James E.
The role of peer teaching has long been established in academia as a means to foster student engagement in the classroom, increase student learning, and as a way to reduce faculty workload. This chapter highlights the direct and powerful positive impacts of engaging students as teachers upon the student providing the instruction, those receiving…
Groccia, James E.
This chapter reviews the history and various definitions of student engagement and proposes a multidimensional model from which one can develop a variety of engagement opportunities that lead to a rich and challenging higher education experience.
Buskist, William; Busler, Jessica N.; Kirby, Lauren A. J.
Teachers often think of student engagement in terms of hands-on activities that get students involved in their courses. They seldom consider the larger aspects of the teaching--learning environment that often influence the extent to which students are willing to become engaged in their coursework. In this chapter, we describe five "rules of…
Knight-McKenna, Mary; Felten, Peter; Darby, Alexa
Student engagement in the local community comes with both risks and rewards. This chapter explains the cognitive, behavioral, and affective outcomes of student learning in the community, along with noting the importance of preparation and reflection.
Hilty, Lorenz M.; Huber, Patrizia
Purpose: Sustainable development (SD) does not usually form part of the curriculum of ICT-related study programs such as Computer Science, Information Technology, Information Systems, and Informatics. However, many topics form a bridge between SD and ICT and could potentially be integrated into ICT-related study programs. This paper reports the…
Bevan, Samantha J.; Chan, Cecilia W. L.; Tanner, Julian A.
Although there is increasing evidence for a relationship between courses that emphasize student engagement and achievement of student deep learning, there is a paucity of quantitative comparative studies in a biochemistry and molecular biology context. Here, we present a pedagogical study in two contrasting parallel biochemistry introductory…
Full Text Available Across higher education institutions there has, for some time, been a growing move towards incorporation of the concepts of sustainability into the policies and practices of the organisations. Using the University of Northampton, in the United Kingdom as a case study, this project aimed to understand the efficacy of student engagement with a sustainability project called Planet Too. The study employed a range of methods including waste and energy audits, as well as questionnaire surveys both with students and landlords to examine their environmental attitudes, beliefs, and practices. The project was able to lead to increased awareness and engagement with the concepts of sustainability amongst the students. Recycling, though it was not one of the initiatives focused upon, was a key practice mentioned by both students and landlords. The engagement of the landlords was focused primarily on conservation of energy and water. However, conservation practices generally remained static, with limited significant or long-term changes in environmental practices. The key implications of the findings are discussed and recommendations suggested.
Full Text Available Peer mentoring, presented as an inclusive teaching approach, embedded in the curriculum, has been successfully implemented to support first year student learning. Developing sustainable and scalable models for large first year cohorts, however, provides a challenge. The Transition in, Transition out model is a sustainable peer mentoring model supporting the transition of both first and final year students. The model has been implemented in two Australian psychology programs, one face-to-face and one delivered online. The focus in this Practice Report will be on the outcome data for on-campus first year student at one university. Participants were 231 first year students (166 females and 65 males. Results suggest positive changes in academic performance and learning approaches as well as positive endorsement of the model.
The purpose of this study was to examine the qualities of support, relatedness, and negative interaction within parent-child and teacher-student relationships and their association with cognitive, psychological, and behavioral engagement. Additionally, this study explored the contributions of cognitive and psychological engagement on behavioral engagement. The role of gender, grade, and ethnicity on relationship quality and engagement was also considered. Participants (n=311) were students in grades three through five from a suburban school district in southeastern Michigan. Perceptions of teacher-student relationship quality varied by grade level. In general, younger students reported greater teacher support and relatedness in comparison to older students. Conversely, older students perceived greater conflict within the teacher-student relationship. Student engagement also varied by grade level, with younger students reporting greater engagement than older students. Ethnicity also contributed to variance in student engagement, with African American students reporting significantly more engagement than Caucasian or Multiracial students. Teacher-student relationship quality was a significant predictor of student engagement, even after controlling for student characteristics and parent-child relationship variables. Results of path analysis revealed that cognitive and psychological engagement contributed significantly to behavioral engagement.
Buskist, William; Groccia, James E.
This chapter underscores the importance of conceptualizing student engagement as a responsibility shared by all members of the academy and describes how Groccia's multidimensional model can serve as blueprint for future thinking and research on student engagement.
Parsons, Seth A.; Nuland, Leila Richey; Parsons, Allison Ward
Student engagement is an important consideration for teachers and administrators because it is explicitly associated with achievement. What the authors call the ABC's of engagement they outline as: Affective engagement, Behavioral engagement, and Cognitive engagement. They also present "Three Things Every Teacher Needs to Know about…
Rangvid, Beatrice Schindler
There is general agreement that to thrive and learn at their best, students must be engaged. However, schools face a particular challenge to provide a suitable and engaging learning environment for SEN (special educational needs) students who are educated in general education classes. Using data......-students as for other students. This highlights the need for better inclusion initiatives aimed at strengthening engagement of SEN-students in regular classrooms....
Madsen, Lene Møller; Christiansen, Frederik V; Rump, Camilla Østerberg
This paper develops two sets of concepts to theorize why students engage differently in Geographical Information Systems (GIS). These theoretical concepts are used as an analytical lens to explore empirical data on the experiences and engagement of students enrolled in an undergraduate GIS course...... in planning and management. The analysis shows that both the theoretical perspectives and the custom and didactical contract are important to understand students' engagement in GIS. However, it is the personal desiderata that are the key to understanding the students' different engagement. Further, a temporal...... dimension and contextual awareness are important in understanding students' engagement in a broader perspective....
Maher, Judith; Burkhart, Sarah
Purpose: The purpose of this paper is to describe students' self-reported learning from engaging in an experiential learning task designed to develop their understanding of sustainable food systems and dietary practices. Design/methodology/approach: In all, 143 first-year students enrolled in an entry level food and nutrition subject undertook a…
Gross, Liz; Meriwether, Jason L.
This chapter suggests strategies and tools for student affairs professionals to leverage digital data to measure student engagement and learning outcomes, and refine programs that enhance institutional reputation and improve student persistence. The construct of student engagement is traced from its theoretical origins to recent research…
Bae, Soung; Kokka, Kari
Although research has shown that student engagement is strongly related to performance on assessment tasks, especially for traditionally underserved subgroups of students, increasing student engagement has not been the goal of standardized tests of content knowledge. Recent state and federal policies, however, are changing the assessment…
Egendal, Jeppe Michael
This study investegates how the educational design of online study activities affects students’ social and academic engagement in connection to their study? The study uses a hermenutical approach, using recordings of online sessions of student collaborations and interviews with students as methods...... for understanding student engagement...
Everett, Donna R.
This paper seeks to add to the emerging literature related to online student engagement with additional suggestions for instructional strategies. Student engagement is one of the tenets of effective online instruction; as such, particular attention to how it adds value to student learning is crucial and worth the time and effort to enhance…
Bijay Prasad Kushwaha
Full Text Available Sustainable development is achieved by satisfying the current ends without shrinking the existing means which can serve as needs for the society in the future. It has become global motive and responsibility of present community to utilize resources in an optimum way with minimum environmental damage. The objective of this paper is to study theoretical framework and practical approaches on sustainable offering practices through customer engagement. The study has also examined the opportunities and challenges of sustainable offering practices in India. The study is based on a previous study and secondary data has been used for analysis. The outcome revealed the process for successful sustainable offering practices in context of Indian consumers. The analysis has helped to understand different practices of sustainable offering through engaging stakeholders.
Madsen, Lene Møller; Christiansen, Frederik; Rump, Camilla
This paper develops two sets of concepts to theorize why students engage differently in Geographical Information Systems (GIS). These theoretical concepts are used as an analytical lens to explore empirical data on the experiences and engagement of students enrolled in an undergraduate GIS course in planning and management. The analysis shows that…
Baron, Paula; Corbin, Lillian
Recently, there has been much interest in higher education literature and policy on the concepts of student engagement and disengagement. While most academic writings recognise the significance of student engagement, they have tended to concentrate on it in relation to academic activities. Increasingly, universities are "cascading" down…
Schlichter, Bjarne Rerup; Brandt, Charlotte J.
This paper reports from five years experiences of engaging young student teaching assistants into the continuously development of a course by involving them in research on pedagogical as well as other themes from the course. The purpose of the paper is to pave the road for a more engaged and inte......This paper reports from five years experiences of engaging young student teaching assistants into the continuously development of a course by involving them in research on pedagogical as well as other themes from the course. The purpose of the paper is to pave the road for a more engaged...... are identified accompanied with suggestions for further research....
Students express widespread dissatisfaction with academic feedback. Teaching staff perceive a frequent lack of student engagement with written feedback, much of which goes uncollected or unread. Published evidence shows that audio feedback is highly acceptable to students but is underused. This paper explores methods to produce and deliver audio…
Caram, Chris A.; Davis, Patsy B.
Teaching is about designing, creating, and inventing intellectually challenging work for students--work that engages students and is so compelling that students persist when they experience difficulty and feel satisfaction, indeed delight, when they successfully accomplish the challenge (Schlechty 1997). Whether thinking skills are taught…
Henninger, Mary L.; Richardson, Karen Pagnano
Promoting student engagement for all students in physical education, and specifically in game play, is a challenge faced by many middle and high school physical education teachers. Often, the games we play in physical education are not "good games" because, as early as middle school, some students are already resistant to playing…
Rangvid, Beatrice Schindler
Using large scale survey data, I document substantial differences in behavioural engagement (defined as involvement in academic and social activities, cooperative participation in learning, and motivation and effort) and emotional engagement levels (defined as a sense of belonging and well-being at school) between students with and without special…
Waldrip, Bruce; Prain, Vaughan
Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we…
Clarida, Baylie Hart; Bobeva, Milena; Hutchings, Maggie; Taylor, Jacqui
This paper reports on the progress of a current PhD research study. The research study will evolve through four phases and eventually develop a conceptual framework for effective teaching and learning approaches that influence digital inclusion and exclusion of students from diverse backgrounds. It will also seek to identify differences in learner…
Scott, Jon; Shields, Cathy; Gardner, James; Hancock, Alysoun; Nutt, Alex
This report considers Biological Sciences students' perceptions of feedback, compared with those of the University as a whole, this includes what forms of feedback were considered most useful and how feedback used. Compared with data from previous studies, Biological Sciences students gave much greater recognition to oral feedback, placing it on a…
Schaffer, Marjorie A; Schoon, Patricia M; Brueshoff, Bonnie L
Public health clinical educators and practicing public health nurses (PHNs) are experiencing challenges in creating meaningful clinical learning experiences for nursing students due to an increase in nursing programs and greater workload responsibilities for both nursing faculty and PHNs. The Henry Street Consortium (HSC), a collaborative group of PHNs and nursing faculty, conducted a project to identify best practices for public health nursing student clinical learning experiences. Project leaders surveyed HSC members about preferences for teaching-learning strategies, facilitated development of resources and tools to guide learning, organized faculty/PHN pilot teams to test resources and tools with students, and evaluated the pilot team experiences through two focus groups. The analysis of the outcomes of the partnership engagement project led to the development of the Partnership Engagement Model (PEM), which may be used by nursing faculty and their public health practice partners to guide building relationships and sustainable partnerships for educating nursing students. © 2017 Wiley Periodicals, Inc.
Student engagement is intrinsically linked to two important metrics in learning: student satisfaction and the quality of the student experience. One of the ways that engagement can be influenced is through careful curriculum design. Using the knowledge that many students are "assessment-driven," a low-stakes continuous weekly summative…
Wang, Ming-Te; Degol, Jessica
In this article, we review knowledge about student engagement and look ahead to the future of study in this area. We begin by describing how researchers in the field define and study student engagement. In particular, we describe the levels, contexts, and dimensions that constitute the measurement of engagement, summarize the contexts that shape engagement and the outcomes that result from it, and articulate person-centered approaches for analyzing engagement. We conclude by addressing limitations to the research and providing recommendations for study. Specifically, we point to the importance of incorporating more work on how learning-related emotions, personality characteristics, prior learning experiences, shared values across contexts, and engagement in nonacademic activities influence individual differences in student engagement. We also stress the need to improve our understanding of the nuances involved in developing engagement over time by incorporating more extensive longitudinal analyses, intervention trials, research on affective neuroscience, and interactions among levels and dimensions of engagement. PMID:27087833
van der Velden, Gwen
Driven by the growing presence of market forces within higher education worldwide, universities are changing the way they engage with students. This article explores how a university's internal culture relates to engagement with students and their views. It builds on wider research into student engagement and organisational cultures. The…
Dixson, Marcia D.
Student engagement is critical to student learning, especially in the online environment, where students can often feel isolated and disconnected. Therefore, teachers and researchers need to be able to measure student engagement. This study provides validation of the Online Student Engagement scale (OSE) by correlating student self-reports of…
Waldrip, Bruce; Prain, Vaughan
Student engagement in learning science is both a desirable goal and a long-standing teacher challenge. Moving beyond engagement understood as transient topic interest, we argue that cognitive engagement entails sustained interaction in the processes of how knowledge claims are generated, judged, and shared in this subject. In this paper, we particularly focus on the initial claim-building aspect of this reasoning as a crucial phase in student engagement. In reviewing the literature on student reasoning and argumentation, we note that the well-established frameworks for claim-judging are not matched by accounts of creative reasoning in claim-building. We develop an exploratory framework to characterise and enact this reasoning to enhance engagement. We then apply this framework to interpret two lessons by two science teachers where they aimed to develop students' reasoning capabilities to support learning.
Balan, Peter; Metcalfe, Mike
Purpose: Entrepreneurship education particularly requires student engagement because of the complexity of the entrepreneurship process. The purpose of this paper is to describe how an established measure of engagement can be used to identify relevant teaching methods that could be used to engage any group of entrepreneurship students.…
Song, Donglei; Ju, Ping; Xu, Hao
Many gamification designs in education do effectively mobilize students to some extent. Yet, there is still very little research to account for the specific influence on each student. It is essential to determine whether the students can be engaged by gamification in terms of various psychological factors. In this paper, the game element point was…
Flaherty, Anne Guerin
This study investigates the relationship between student engagement (as measured by the National Survey of Student Engagement benchmarks) and pharmacy student professionalism (as measured by the Pharmacy Professionalism Domain instrument) in first and third year pharmacy students at seven different schools of pharmacy. Engagement provides the…
Student engagement is important to further and higher education institutions: it is understood to be a proxy for quality teaching and governments attach a proportion of funding to student retention and completion. Many institutions are taking part in student engagement surveys, using the data generated to initiate changes to policies and practice.…
The purpose of this quantitative study was to compare faculty and student perceptions of "student engagement" at a mid-Atlantic community college to determine the level of correlation between student experiences and faculty practices in five benchmark areas of student engagement: "academic challenge, student-faculty interaction,…
Carter, Chandra P; Reschly, Amy L; Lovelace, Matthew D; Appleton, James J; Thompson, Dianne
Early school withdrawal, commonly referred to as dropout, is associated with a plethora of negative outcomes for students, schools, and society. Student engagement, however, presents as a promising theoretical model and cornerstone of school completion interventions. The purpose of the present study was to validate the Student Engagement Instrument-Elementary Version (SEI-E). The psychometric properties of this measure were assessed based on the responses of an ethnically diverse sample of 1,943 students from an urban locale. Exploratory and confirmatory factor analyses indicated that the 4-factor model of student engagement provided the best fit for the current data, which is divergent from previous SEI studies suggesting 5- and 6-factor models. Discussion and implications of these findings are presented in the context of student engagement and dropout prevention. (PsycINFO Database Record (c) 2012 APA, all rights reserved).
Larkin, Derek; Huett, Kim C.
This paper seeks to add to the discussion surrounding young adults' relationship and engagement with learning technologies, exploring whether they naturally engage with these technologies when the use of them is either compulsory or optional. We discuss our findings in relation to whether young people are truly engaging with technologies or…
Full Text Available Achieving sustainability-related targets in construction projects is increasingly becoming a key performance driver. Yet sustainability is a complex concept in projects and there are many diverse stakeholders. Some stakeholders are generally recognized as important, i.e., the client and main contractor, yet there are others not always perceived as such and whose absence from the decision-making processes may result in a failure to address sustainability issues. Hence there is a need for a systematic approach to engage with stakeholders with high salience in relation to sustainability. This paper reports the results of an exploratory study involving interviews with construction project practitioners that are involved in sustainability in some way. Data were collected from the practitioners in terms of the processes for engaging with stakeholders to deliver sustainability. The data suggests six steps to a stakeholder engagement process: (i identification; (ii relating stakeholders to different sustainability-related targets; (iii prioritization; (iv managing; (v measuring performance; and (vi putting targets into action. The results suggest that understanding the different sustainability agendas of stakeholders and measuring their performance using key performance indicators are important stages to be emphasized in any stakeholder engagement process to achieve sustainability-related goals.
Basko, Lynn; Hartman, Jillian
This article highlights efficient ways to combine tech tools, such as Remind and video conferencing, to increase student engagement and faculty/student communication. Using Remind is a great way to provide information to students outside of LoudCloud, and video conferencing is a tool for having synchronous meetings and conferences with students.…
Chemosit, Caroline; Rugutt, John; Rugutt, Joseph K.
Keeping students engaged and receptive to learning can, at times, be a challenge. However, by the implementation of new methods and pedagogies, instructors can strengthen the drive to learn among their students. "Fostering Sustained Learning Among Undergraduate Students: Emerging Research and Opportunities" is an essential publication…
Kinzie, Jillian; Hurtado, Sarah S.
This chapter urges student affairs professionals committed to enhancing student success through data-informed decision making to take full advantage of opportunities to apply and use student engagement results.
Manzano, Lester J.; Poon, OiYan A.; Na, Vanessa S.
Conceptual models for understanding the ways in which Asian American students engage in leadership and activism are interrogated. The chapter provides a discussion of implications for student affairs professionals working with Asian American student leaders and activists.
Armitage-Chan, Elizabeth; Jackson, Elizabeth
Improving Student Engagement in Veterinary Business StudiesIn a densely packed veterinary curriculum, students may find it particularly challenging to engage in the less overtly clinical subjects, yet pressure from industry and an increasingly competitive employment market necessitate improved veterinary student education in business and management skills. We describe a curriculum intervention (formative reflective assignment) that optimizes workplace learning opportunities and aims to provide better student scaffolding for their in-context business learning. Students were asked to analyze a business practice they experienced during a period of extra-mural studies (external work placement). Following return to the college, they were then instructed to discuss their findings in their study group, and produce a group reflection on their learning. To better understand student engagement in this area, we analyzed individual and group components of the assignment. Thematic analysis revealed evidence of various depths of student engagement, and provided indications of the behaviors they used when engaging at different levels. Interactive and social practices (discussing business strategies with veterinary employees and student peers) appeared to facilitate student engagement, assist the perception of relevance of these skills, and encourage integration with other curriculum elements such as communication skills and clinical problem solving.
Lehmann, Martin; Christensen, Per; Thrane, Mikkel
With an outset in ‘sustainability' defined as a continuous process requiring balance between (the emergence of) problems and our ability and capability to solve them using four distinct capitals available, i.e. natural, production, human and intellectual, and social capital, a model of universities...... University, Denmark, the linkages (actual, potential and missing) between academic work in research and education and sustainability initiatives are explored. The focus is both on the university's core activities as a provider of research and education and on the university's activities as an organisation, i...... societal benefit would be the ability to better cope with emerging problems endangering the sustainable development of our societies. It is concluded that Aalborg University with its long tradition for project-based and problem-oriented learning in fact has every opportunity to be able to lead by example...
C. C. Hicks; A. Levine; A. Agrawal; X. Basurto; S. J. Breslow; C. Carothers; Susan Charnley; S. Coulthard; N. Dolsak; J. Donatuto; C. Garcia-Quijano; M. B. Mascia; K. Norman; M. R. Poe; T. Satterfield; K. St. Martin; P. S. Levin
With humans altering climate processes, biogeochemical cycles, and ecosystem functions (1), governments and societies confront the challenge of shaping a sustainable future for people and nature. Policies and practices to address these challenges must draw on social sciences, along with natural sciences and engineering (2). Although various social science approaches...
This paper discusses the author's experiences of getting advanced undergraduate math students to engage in mathematical inquiry by using games as a vehicle for exploration. The students explored the mathematics behind SET®1, Spot it!®2, Blokus®3, and Six®4. Specifically, we present the experience of the instructor and students and how the games…
Barlett, Peggy F
Campus sustainable food projects recently have expanded rapidly. A review of four components - purchasing goals, academic programs, direct marketing, and experiential learning - shows both intent and capacity to contribute to transformational change toward an alternative food system. The published rationales for campus projects and specific purchasing guidelines join curricular and cocurricular activities to evaluate, disseminate, and legitimize environmental, economic, social justice, and health concerns about conventional food. Emerging new metrics of food service practices mark a potential shift from rhetoric to market clout, and experiential learning builds new coalitions and can reshape relations with food and place. Campus projects are relatively new and their resilience is not assured, but leading projects have had regional, state, and national impact. The emergence of sustainability rankings in higher education and contract-based compliance around purchasing goals suggests that if support continues, higher education's leadership can extend to the broader agrifood system.
Blau, Gary; Blessley, Misty; Kunkle, Matthew; Schirmer, Michael; Regan, Laureen
Professional development engagement (PDE) is defined as the level of perceived undergraduate engagement in professional development activities. An 11-item measure of PDE exhibited a good reliability. Using a complete data sample of 467 graduating business undergraduates, four variable sets (student background or precollege variables,…
Perez, William; Espinoza, Roberta; Ramos, Karina; Coronado, Heidi; Cortes, Richard
This study examined the civic engagement of undocumented Mexican students. Civic engagement was defined as providing a social service, activism, tutoring, and functionary work. Survey data results (n = 126) suggest that despite high feelings of rejection because of their undocumented status, part-time employment, and household responsibilities,…
This article presents an analysis of social sustainability in comparative theoretical context and as a challenge to the post-political interpretation of sustainability in policy practice at the urban and regional scales. Metro Vancouver provides a case study for improving our understanding of the meaning of social sustainability as a framework for social policy in that it is among the handful of cities around the world currently working to define and enact social sustainability in governance terms. Results of this participant research provide evidence that some cities are politically engaging alternative development pathways using the concept of social sustainability. For sustainable development to retain its promise as an alternative policy framework for cities, social sustainability must be at the forefront.
Lewis, Ashley D; Huebner, E Scott; Malone, Patrick S; Valois, Robert F
Situated within a positive psychology perspective, this study explored linkages between adolescent students' positive subjective well-being and their levels of engagement in schooling. Specifically, using structural equation modeling techniques, we evaluated the nature and directionality of longitudinal relationships between life satisfaction and student engagement variables. It was hypothesized that adolescents' life satisfaction and student engagement variables would show bidirectional relationships. To test this hypothesis, 779 students (53% female, 62% Caucasian) in a Southeastern US middle school completed a measure of global life satisfaction and measures of cognitive, emotional, and behavioral engagement at two time points, 5 months apart. A statistically significant bidirectional relationship between life satisfaction and cognitive engagement was found; however, non-significant relationships were found between life satisfaction and emotional and behavioral student engagement. The findings provide important evidence of the role of early adolescents' life satisfaction in their engagement in schooling during the important transition grades between elementary and high school. The findings also help extend the positive psychology perspective to the relatively neglected context of education.
Full Text Available Local sustainable development emphasizes the role of a community. One of the key prerequisite of this process is therefore participation of inhabitants. Nevertheless traditional way of managing cities does not work very well in terms of public engagement. Local sustainable development requires both i.e. governance mechanisms introduced by the local authorities and positive reaction of inhabitants for the invitation for cooperation. The paper is intended to explore some critical issues and dimensions of governance and citizens' engagement in terms of local sustainable development. It shows the general outlook on the most relevant conditions, factors, problems and barriers of this process in Poland. It presents experiences of the city of Rybnik in its work towards public engagement in local development.
Almost 40 years after the Agency’s founding, the IEA responsibility for ensuring access to global oil supplies is still a core mandate. Yet over the course of its history, the IEA’s responsibilities have expanded along with both the international energy economy and conceptions of energy security itself. Our mission to promote secure and sustainable energy provision spans the energy mix. At the same time, a changing global energy map means that the industrialised nations of the world no longer dominate energy consumption. The IEA must work in close co-operation with partner countries and organisations worldwide to achieve its three core objectives: energy security, economic prosperity, and environmental sustainability. Working toward international commitments to reduce greenhouse gas emissions that cause global climate change; facilitating energy technology exchange, innovation and deployment; improving modern energy access to the billions of people who are without it; bolstering both cleanliness and security through energy efficiency; and promoting flexible and functioning energy markets – these efforts complement our traditional core responsibilities of mitigating the effects of supply disruptions and improving statistical transparency.
Casey, M M; Bates, S P; Galloway, K W; Galloway, R K; Hardy, J A; Kay, A E; Kirsop, P; McQueen, H A
We describe one aspect of a UK inter-institutional project wherein an online tool was used to support student generation of multiple choice questions. Across three universities and in five modules in physics, chemistry and biology, we introduced the PeerWise online system as a summative assessment tool in our classes, the desire being to increase student engagement, academic attainment and level of cognitive challenge. Engagement with the system was high with many students exceeding the minimum requirements set out in the assessment criteria. We explore the nature of student engagement and describe a working model to enable high-impact student-learning and academic gain with minimal instructor intervention. (paper)
Green, Gill; Morris, Jenny; Wade, Margaret
A survey of 246 pre-registration nursing students in a University in the South West of England was carried out to explore the impact of course related travel on the student experience. Results from the survey indicated that students' main mode of transport to practice placements was by car which reflects the rural nature of the South West and the relative paucity of public transport. Long distances that many students travel to their study centre and to placements, and the concurrent financial strain that this creates, impacted negatively on the student experience. Students recognised the need to travel to a place of study and clinical placements and suggestions of minimising the negative impact of travel were offered. These included the increased use of electronic delivery of lectures, attendance at local university premises, the provision of shared transport to placements and placements closer to the student's home. Few students, however, considered the environmental impact of travel. Higher Education Institutions need to address issues of sustainability through promoting student wellbeing and taking steps to reduce greenhouse gas emissions. It is therefore important that student awareness of sustainability related issues is increased as well as focusing on reducing the environmental impact through organisational change. Copyright © 2011 Elsevier Ltd. All rights reserved.
Full Text Available Sustainability is a key requirement for business success and is often regarded a competitive advantage if strategically managed. Sustainability-mature organisations look to their value chains where the retailer-supplier collaboration becomes critical in embedding sustainability. With this in mind, it is important to monitor retailer-supplier collaboration to determine whether it is effective. To facilitate this monitoring, the UN Global Compact Supply Chain Sustainability: A Guide for Continuous Improvement was consulted. The research question aimed to determine the progress of a prominent South African retailer regarding their sustainable supply chain management (SSCM and collaboration with suppliers. Therefore, this study attempts to apply the Supplier Engagement Continuum, extracted from the UN Global Compact Supply Chain Sustainability: A Guide for Continuous Improvement, in order to determine how the retailer is progressing in sustainable supply chain management. The qualitative and exploratory nature of the study necessitated a case study research design, while the technique of purposive sampling was used to select the sample of three suppliers. Data was collected by means of semi-structured interviews facilitated by an interview guide, and data analysis was conducted with Atlas.ti software. It was found that the retailer’s sustainable supply chain management can only be located on level one of the continuum. Supply chain sustainability in organisations lack the theoretical foundation of what sustainability really is. Therefore, the model was amended and an additional level was added to incorporate the education of sustainability.
Wolf, Lorraine W.
This chapter discusses the impact of undergraduate research as a form of engaged student learning. It summarizes the gains reported in post-fellowship assessment essays acquired from students participating in the Auburn University Undergraduate Research Fellowship Program. The chapter also discusses the program's efforts to increase opportunities…
Fleischman, David; Raciti, Maria; Lawley, Meredith
This paper presents an empirical study undertaken to develop a typology of international student community engagement activities that incorporates the perceptions of three key stakeholder groups--the international students, the community and the university. Framed by the notion of value co-creation, our exploratory study was undertaken at a…
Duttweiler, Patricia Cloud
Educational technology can be used to engage students in interesting activities through which teachers can present skills, concepts, and problems to be solved. At-risk students benefit from the investigation of relevant real world problems and the immediate feedback and privacy that technology affords. (EA)
Slagter, Tracy H.; Scribner, Druscilla L.
"Interteach" is a method of guided discussion and feedback developed by Thomas Boyce and Philip Hineline in 2002. This method, primarily used in the psychology classroom, encourages greater student engagement and responsibility for learning by requiring extensive student preparation, peer-to-peer instruction, and peer evaluation. How can…
Martin, Leisa A.
In the United States, the main mission of social studies education is to prepare students for citizenship. With this in mind, the following study examined 191 high school students’ views on how they demonstrated citizenship. Traditionally with this age group, personally responsible citizenship has been a common form of self-reported citizenship engagement. However, in this study, the students seemed to conceptualize citizenship differently. With the Akwesasne Mohawk students, the European Ame...
This paper considers student engagement in the context of a diverse higher education population and explores what institutions can do to impact positively on student engagement. The paper takes as its starting point the goals of higher education and the purposes of student engagement and reflects on the politicisation of student engagement, and the relative positioning of the student and the higher education institution in relation to student engagement. The paper suggests conditions for and ...
Ware, Regina J.
Alarming statistics report that middle school students are not reading as much as they should be reading. This study is an examination of two interventions that were incorporated into the regular curriculum to determine if these two reading interventions would encourage this researcher's students to read more. The "Nation's Report Card"…
Fernández-Martínez, Elena; Andina-Díaz, Elena; Fernández-Peña, Rosario; García-López, Rosa; Fulgueiras-Carril, Iván; Liébana-Presa, Cristina
Analysis of social networks may be a useful tool for understanding the relationship between resilience and engagement, and this could be applied to educational methodologies, not only to improve academic performance, but also to create emotionally sustainable networks. This descriptive study was carried out on 134 university students. We collected the network structural variables, degree of resilience (CD-RISC 10), and engagement (UWES-S). The computer programs used were excel, UCINET for network analysis, and SPSS for statistical analysis. The analysis revealed results of means of 28.61 for resilience, 2.98 for absorption, 4.82 for dedication, and 3.13 for vigour. The students had two preferred places for sharing information: the classroom and WhatsApp. The greater the value for engagement, the greater the degree of centrality in the friendship network among students who are beginning their university studies. This relationship becomes reversed as the students move to later academic years. In terms of resilience, the highest values correspond to greater centrality in the friendship networks. The variables of engagement and resilience influenced the university students' support networks.
van den Hoven, Jeroen
In the twenty-first century, the urgent problems the world is facing (the UN Sustainable Development Goals) are increasingly related to vast and intricate 'systems of systems', which comprise both socio-technical and eco-systems. In order for engineers to adequately and responsibly respond to these problems, they cannot focus on only one technical or any other aspect in isolation, but must adopt a wider and multidisciplinary perspective of these systems, including an ethical and social perspective. Engineering curricula should therefore focus on what we call 'comprehensive engineering'. Comprehensive engineering implies ethical coherence, consilience of scientific disciplines, and cooperation between parties.
Full Text Available Analysis of social networks may be a useful tool for understanding the relationship between resilience and engagement, and this could be applied to educational methodologies, not only to improve academic performance, but also to create emotionally sustainable networks. This descriptive study was carried out on 134 university students. We collected the network structural variables, degree of resilience (CD-RISC 10, and engagement (UWES-S. The computer programs used were excel, UCINET for network analysis, and SPSS for statistical analysis. The analysis revealed results of means of 28.61 for resilience, 2.98 for absorption, 4.82 for dedication, and 3.13 for vigour. The students had two preferred places for sharing information: the classroom and WhatsApp. The greater the value for engagement, the greater the degree of centrality in the friendship network among students who are beginning their university studies. This relationship becomes reversed as the students move to later academic years. In terms of resilience, the highest values correspond to greater centrality in the friendship networks. The variables of engagement and resilience influenced the university students’ support networks.
Larson, Sue C.
This chapter describes an empirical study that tests the motivational and learning effects of an intervention designed to initiate and sustain interest and engagement in high school biology classrooms. Positive effects were demonstrated for conceptual understanding, vocabulary acquisition, and perceptions of the learning experiences. [This article…
Khalil, M.F.D.; Ebner, Martin; Admiraal, Wilfried; Pivec, M.; Grundler, J.
Massive Open Online Courses (MOOCs) require students’ motivation either intrinsically or extrinsically to complete any of its courses. Even though MOOCs enjoy great popularity and bring many benefits to the educational community, some concerns arise with MOOC advancement. In fact, MOOCs are affected by low completion rate and face issues with respect to interactivity and student engagement along MOOC duration, which may convert student excitement to boredom and then drop out at any stage. A k...
Full Text Available Inability to deal with lectures efficiently leads students vulnerable to academic burnout. Burnout contributes to the high dropout rate among students, and this phenomenon has occurred on several universities in Indonesia. To overcome these problems, students should generate the feelings, attitudes and positive attitude towards the academic demands, or known as school engagement. School involvement is a predictor of students’ dropout rate. This study aims to analyze the dropout problem in many private universities in Jakarta by examining the psychological variables: academic burnout and school engagement. 208 students from some private university in Jakarta participated and fulfilled two questionnaires: academic burnout and school engagement that has been modified to suit the college setting. Correlation of the variables showed r= - 0.399 (p = 0.000. This means that school engagement plays a role in reducing academic burnout among students. These findings contribute a reference for academic counseling to support the decreasing of students’ dropout rate.
Northey, Gavin; Bucic, Tania; Chylinski, Mathew; Govind, Rahul
Student engagement is an ongoing concern for educators because of its positive association with deep learning and educational outcomes. This article tests the use of a social networking site (Facebook) as a tool to facilitate asynchronous learning opportunities that complement face-to-face interactions and thereby enable a stronger learning…
Moore, Amanda J.; Gillett, Matthew R.; Steele, Michael D.
The Common Core Standards for Mathematical Practice (CCSSI 2010) and NCTM's "Focus in High School Mathematics: Reasoning and Sense Making" (2009) present a vision of high school classrooms in which the majority of the activity involves students working on rich mathematical problems and engaging in mathematical discourse. This model…
Lewis, Ashley D.; Huebner, E. Scott; Malone, Patrick S.; Valois, Robert F.
Situated within a positive psychology perspective, this study explored linkages between adolescent students' positive subjective well-being and their levels of engagement in schooling. Specifically, using structural equation modeling techniques, we evaluated the nature and directionality of longitudinal relationships between life satisfaction and…
Arensdorf, Jill R.; Andenoro, Anthony C.
Leadership, regardless of definition, cannot be taught by a textbook alone, and if educators are to embrace the idea of highly engaged, holistic classrooms for Millennials, they must teach students to participate in real changes as both leaders and followers through practice and experiences. As new generations of young people mature and enter…
Romanelli, Frank; Piascik, Peggy; Cain, Jeff
Student engagement continues to be a point of emphasis in pharmacy education, yet there remains little data on tangible means to increase organic student engagement. This review attempts to better define student engagement, draws from educational theorists to emphasize the importance of student engagement, and provides the reader with practice philosophies that can be used across of variety of teaching settings to help develop an engaging learning environment. PMID:27899839
Craggs, Ruth; Gorman, Catherine; Griffin, Kevin; mottiar, ziene; Quinn, Deirdre; Quinn, Bernadette; Ryan, Theresa
The Students in Action Project in the School of Hospitality Management and Tourism was established in 2012 as a way of engaging students and working with stakeholders in a destination. The overall aim of the project was to immerse students in an active collaborative learning environment within the destination to identify ways in which tourism could be enhanced. In the 2014/2015 academic year the project involved over 300 students from a variety of programmes and modules working with local sta...
Richard H. Heineman
Full Text Available Setting scientific ideas to music can increase student engagement and help with memorization. However, some instructors may be intimidated by the thought of performing educational music for their STEM students, or concerned that it is frivolous. To address this issue, I spell out step by step protocols for either writing one’s own parody songs to teach specific concepts, or finding songs online (which can be used directly or modified. I also discuss presentation techniques that help students, such as showing lyrics and adding annotations that clarify or emphasize ideas. A survey suggests that this approach is appreciated and effective.
Cooper, Kristy S.; Kintz, Tara; Miness, Andrew
We examine how teachers whom students identified as being relatively more or less engaging spoke differently about how they use information on student engagement to inform their teaching. Using 3 years of data from teacher focus groups in which 21 teachers discussed their perceptions of student engagement and reactions to annual student surveys,…
Full Text Available This paper discusses a project carried out with thirty six final year undergraduate students, studying the Bachelor of Science in Business and Management and taking the module Small Business Management during the academic year 2012 and 2013 in Dublin Institute of Technology. The research had two separate objectives, 1 to engage in active learning by having students work on a consulting project in groups for a real life business and 2 to improve student learning. The Small Business Management previously had a group assignment that was to choose an article related to entrepreneurship and critic it and present it to the class. Anecdotally, from student feedback, it was felt that this process did not engage students and also did not contribute to the key competencies necessary in order to be an entrepreneur. The desire was for students on successful completion of this module to have better understood how business is conducted and equip them with core skills such as innovation, critical thinking, problem solving and decision making .Student buy in was achieved by getting the students to select their own groups and also work out between each group from a one page brief provided by the businesses which business they would like to work with. It was important for the businesses to also feel their time spent with students was worthwhile so they were presented with a report from the students at the end of the twelve weeks and invited into the College to hear the presentations from students. Students were asked to provide a reflection on their three key learning points from the assignment and to answer specific questions designed to understand what they learnt and how and their strengths and weaknesses. A survey was sent to the businesses that took part to understand their experiences. The results were positive with student engagement and learning rating very highly and feedback from the businesses demonstrated an appreciation of having a different
Rogers, David A; Boehler, Margaret L; Schwind, Cathy J; Meier, Andreas H; Wall, Jarrod C H; Brenner, Michael J
There are potential advantages to engaging medical students in the feedback process, but efforts to do so have yielded mixed results. The purpose of this study was to evaluate a student-focused feedback instructional session in an experimental setting. Medical students were assigned randomly to either the intervention or control groups and then assigned randomly to receive either feedback or compliments. Tests of knowledge, skills, and attitudes were given before and after the intervention. There was a significant gain of knowledge and skill in the group that received instruction. Satisfaction was higher after compliments in the control group but higher after feedback in the instructional group. There was no change in the subject's willingness to seek feedback. A student-focused component should be carefully included as part of an overall effort to improve feedback in surgical education. The role of medical student attitudes about feedback requires further investigation. Copyright © 2012 Elsevier Inc. All rights reserved.
Russell-Bennett, Rebekah; Rundle-Thiele, Sharyn R.; Kuhn, Kerri-Ann
Engaged students are committed and more likely to continue their university studies. Subsequently, they are less resource intensive from a university's perspective. This article details an experiential second-year marketing course that requires students to develop real products and services to sell on two organized market days. In the course,…
Fitzpatrick, John J.
This paper questions if engineering educators are producing engineers that are accelerating humanity along an unsustainable path. Even though technology and engineering are important drivers in trying to move humanity towards an environmentally sustainable paradigm, the paper suggests that maybe the most important levers and challenges lie in the economic and social domains. Short case studies of energy efficiency, the experience of the industrialist Ray Anderson and the authors own reflection of teaching chemical engineering students are used to highlight this. Engineering/technological innovation may not be enough and is often counteracted by the rebound effect and the current dominant neoclassical economic paradigm. The paper discusses what engineering educators can do to produce sustainability informed engineers who are better able to engage with the economic and social dimensions of sustainability. Some suggestions for engaging engineering students with the economic and social dimensions of environmental sustainability are provided. Engineers must somehow find ways, not just to influence technological levers (which are very important) but also to influence economic and social levers so that changes in economic and social behaviours can complement and facilitate technological change in moving humanity to an environmentally sustainable paradigm.
M. Paul Latiolais
Full Text Available This paper is an informal, personal account of how we, as two college teachers, became interested in math anxiety, decided to explore it amongst students at our institution in order to inform our teaching, and became convinced that the massive problem is math avoidance. We tried discussion groups, but few students attended, although those that did made useful suggestions. Thus informed, we designed an innovative course, Confronting College Mathematics as a Humanities course with the possibility of credit toward the math requirement, but it was undersubscribed in its first offering and had to be canceled. How can we get college students who avoid math to break through the barrier of math avoidance? We have now begun to explore a new approach: Second Life, where students can engage math—and quantitative literacy—virtually, and anonymously.
Spaid, Mark Randall
This research paper describes the problems in democratizing a high school physics course and the disparate engagement students during class activities that promote scientific inquiry. Results from the Learning Orientation Questionnaire (Martinez, 2000) guide the participant observations and semi-formal interviews. Approximately 60% of the participants self-report a "resistant" or "conforming" approach to learning science; they expect to receive science knowledge from the teacher, and their engagement is influenced by affective and conative factors. These surface learners exhibit second order thinking (Kegan, 1994), do not understand abstract science concepts, and learn best from structured inquiry. To sustain engagement, conforming learners require motivational and instructional discourse from their teacher and peers. Resisting learners do not value learning and do not engage in most science class activities. The "performing" learners are able to deal with abstractions and can see relationships between lessons and activities, but they do not usually self-reflect or think critically (they are between Kegan's second order and third order thinking). They may select a deeper learning strategy if they value the knowledge for a future goal; however, they are oriented toward assessment and rely on the science teacher as an authority. They are influenced by affective and conative factors during structured and guided inquiry-based teaching, and benefit from motivational discourse and sustain engagement if they are interested in the topic. The transforming learners are more independent, self-assessing and self-directed. These students are third order thinkers (Kegan, 1994) who hold a sophisticated epistemology that includes critical thinking and reflection. These students select deep learning strategies without regard to affective and conative factors. They value instructional discourse from the teacher, but prefer less structured inquiry activities. Although specific
Steele, Godfrey A.
New postgraduate students' feedback on their learning offers insights into engagement. Student feedback to students and teachers can contribute to teacher feedback to students. When this happens, students can feel engaged or connected to their learning experiences. Adopting a more inclusive notion of feedback on learning, this paper explores the…
Parker, Frieda; Novak, Jodie; Bartell, Tonya
Providing students with choice can be a powerful means of supporting student engagement. However, not all choice opportunities lead to improved student engagement. Teachers can increase the likelihood that students will value choice by analyzing how students associate feelings of autonomy, competence, and relatedness with the choice provided them.…
The study explored how much student engagement and classroom variables predicted student achievement in mathematics. Since students were nested within a classroom, hierarchical linear modeling (HLM) was employed for the analysis. The results indicated that student engagement had positive effects on student academic growth per month in math after…
Saeed, Sitwat; Zyngier, David
The authors use Ryan and Deci's (2000) Self-Determination Theory (SDT) to better understand how student motivation and engagement are linked combined with Schlechty's Student Engagement Continuum to analyse the impact of intrinsic and extrinsic motivation on students' different engagement types. The study seeks to understand which type of…
The paper first examines the context that has given student engagement a very strong profile in higher education. It identifies neo-liberalism as the driving force in the present higher education context and argues that student engagement enjoys an elective affinity with it. While neo-liberalism is dominant, student engagement will be strong. But…
Burch, Gerald F.; Heller, Nathan A.; Burch, Jana J.; Freed, Rusty; Steed, Steve A.
Student engagement is considered to be among the better predictors of learning, yet there is growing concern that there is no consensus on the conceptual foundation. The authors propose a conceptualization of student engagement grounded in A. W. Astin's (1984) Student Involvement Theory and W. A. Kahn's (1990) employee engagement research where…
Plasman, Jay Stratte
Student engagement in education is key to ensuring successful learning. Engagement becomes crucial as students progress through high school and transition into young adulthood; however, engaging them in high school can be an arduous task. A career/education plan can help students make strong connections between their work in high school and their…
Purpose: Student engagement and interest in class are important conditions for active learning. For this they must be highly motivated. In other words, students who have high motivation make an effort to be engaged in class. Thus, knowing students' motivation level is important for active engagement in class. The aim of the present study is to…
Student engagement has been defined as the extent to which students are engaged in activities that higher education research has shown to be linked with high-quality learning outcomes. The ubiquitous influence of the term 'student engagement' has been felt throughout the higher education landscape. This is especially ...
Bevans, Katherine; Fitzpatrick, Leslie-Anne; Sanchez, Betty; Forrest, Christopher B.
This study was conducted to identify student characteristics and instructional factors that impact student engagement in physical education (PE). Data were derived from the systematic observation of 124 sessions taught by 31 physical educators and the administration of health and PE engagement questionnaires to 2,018 students in grades 5–8. Physical activity was directly affected by student engagement and perceived competence in PE and indirectly affected by students’ body image through its association with PE engagement. Multilevel analyses revealed that the proportion of class time devoted to game play was negatively associated with student engagement in PE. Although less frequently used during PE sessions, skill practice was positively associated with student engagement and inactive instruction was negatively associated with student engagement. These effects were particularly pronounced among students with poor competence beliefs. Implications for PE instructional practice and future research are presented. PMID:22844176
Student burnout and engagement have become more evident as a problem among students in higher education institutions. It is therefore very important to determine the various predictors that could cause students to experience burnout and engagement. The aim of this study is to establish whether core self–evaluation traits, career decision–making difficulty and social support have an impact on burnout and engagement of students. A limited number of research has been done on student burnout and ...
Full Text Available Library roles with a unique focus on student or customer engagement are relatively new in the sector and Worcester is one of the first universities to recruit to this area. Rather than focusing on the relationship between engagement and learning, this role seeks to engage with students as partners and agents for change who are actively involved in evaluating, developing and delivering our library service. This article outlines some of our initial successes and impacts, which are already changing the way we interact with our student population. It will also cover some of the challenges faced along the way, particularly in delivering service change in the context of the radical new service model of The Hive. 'Based on a breakout session presented at the 39th UKSG Annual Conference, Bournemouth, April 2016 '
Damas, M. C.
The Queensborough Community College (QCC) of the City University of New York (CUNY), a Hispanic and minority-serving institution, has been very successful at engaging undergraduate students in space weather research for the past ten years. Recently, it received two awards to support student research and education in solar and atmospheric physics under the umbrella discipline of space weather. Through these awards, students receive stipends during the academic year and summer to engage in scientific research. Students also have the opportunity to complete a summer internship at NASA and at other partner institutions. Funding also supports the development of course materials and tools in space weather. Educational materials development and the challenges of engaging students in research as early as their first year will be discussed. Once funding is over, how is the program sustained? Sustaining such a program, as well as how to implement it at other universities will also be discussed.
Student engagement has become increasingly important in higher education in recent years. Influenced internationally by government drivers to improve student outcomes, many countries and institutions have participated in surveys such as the National Survey of Student Engagement (NSSE) and its progeny, the Australasian Survey of Student Engagement…
Harris, Jessica C.; BrckaLorenz, Allison
Within this study, the authors are interested in engagement practices for Black students, White students, and the mixed-race college student population at Historically Black Colleges and Universities (HBCUs) and non-HBCUs. The authors asked the following research questions: How does engagement compare for Black, White, and biracial students with…
Full Text Available A person-oriented approach was applied to identify profiles of study engagement and burnout (i.e., exhaustion, cynicism, inadequacy in higher education in a large and representative sample of 12,394 higher education students at different phases of their studies in universities and polytechnics in Finland. Four profiles were identified: Engaged (44%, engaged-exhausted (30% inefficacious (19% and burned-out (7%. The engaged students had the most positive engagement accompanied with the least burnout symptoms compared to other groups. The engaged-exhausted students experienced emotional exhaustion simultaneously with academic engagement. The inefficacious group had heightened experience of inadequacy as a student. The burned-out students showed very high cynicism and inadequacy and very low academic engagement compared to the other groups. Of these groups, the engaged students tended to be in the earlier stages in their studies, whereas the burned-out and inefficacious students had been studying the longest. The pattern suggests that students starting out with high engagement and that burnout becomes more common later in the academic career. Supporting demands-resources model, the covariates reflecting the demands were higher and those reflecting resources were lower among the burned-out and inefficacious students compared to the engaged students.
Stark, Johnnie; Park, Jin Gyu
Purpose: This longitudinal study assessed student perceptions of sustainable design issues in the context of an accredited interior design program. Although literature exists documenting the integration of sustainable strategies into interior design curriculum, more analysis is needed to determine the impact of program experiences on students'…
Sustainable architecture has become a hot issue lately as the impacts of climate change become more intense. Architecture educations have responded by integrating knowledge of sustainable design in their curriculum. However, in the real life, new buildings keep coming with designs that completely ignore sustainable principles. This paper discusses the results of two national competitions on sustainable architecture targeted for architecture students (conducted in 2012 and 2013). The results a...
Full Text Available While viral marketing has captured substantial academic and professional interest, the processes that underpin successful viral marketing campaigns remain poorly understood. High competition and pressure for successful campaigns lead to strategies based on persuasion, unsolicited messages, and other techniques that negatively affect brand perception. The need for more sustainable strategies with a limited negative impact on web users is observed. Therefore, the current study examines the effectiveness of viral marketing and a supporting campaign, where the main goal was to increase user engagement and overall campaign performance. Supporting campaigns were evaluated, to determine whether they enhanced viral activity, but without the need for high persuasion or intrusive techniques. Results showed that supporting actions could be integrated with lower performing campaigns to increase their effectiveness. Apart from the main scientific goal that is presented, the study demonstrates how virtual worlds can provide a laboratory-like environment for identifying the processes that underpin viral marketing.
Taylor, Lorraine L.; Hartman, Cindy L.; Baldwin, Elizabeth D.
Student engagement may be enhanced by providing educationally purposeful activities outside of the classroom. This study considers the influence of a multi-day industry tour on student engagement for undergraduates majoring in Parks, Recreation and Tourism Management. Data were collected from students' reflections in journal entries focused on an…
Deschaine, Mark E.; Whale, David E.
Utilization of online instruction continues to increase at universities, placing more emphasis on the exploration of issues related to adult graduate student engagement. This reflective case study reviews nontraditional student engagement in online courses. The goals of the study are to enhance student focus, attention, and interaction. Findings…
Parkin, Helen J.; Hepplestone, Stuart; Holden, Graham; Irwin, Brian; Thorpe, Louise
This paper explores the potential of technology-enabled feedback to improve student learning. "Technology, Feedback, Action!: The impact of learning technology upon students' engagement with their feedback" aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to…
Nora, Amaury; Crisp, Gloria; Matthews, Cissy
As a great deal of importance is now placed on student engagement, it is just as imperative to establish the soundness of constructs underlying those survey instruments and benchmarks used in providing indicators of such. This study investigates the dimensionalities of student engagement among community college students as measured by the…
Milanović-Dobrota Biljana Z.; Radić-Šestić Marina N.
The current interest in introducing the dual education system into Serbian secondary education has drawn our attention to the question of students' self-perception in the process of practical teaching. The idea that underpins this paper is the supposition that students are affectively engaged with the work activities they perform. The Utrecht Work Engagement Scale (UWES) (Schaufeli et al., 2002) has been used for assessing students' work engagement in practical teaching. A study was conducted...
Ichinose, Cherie; Clinkenbeard, Jennifer
This study compared student engagement and achievement levels between students enrolled in a traditional college algebra lecture course and students enrolled in a "flipped" course. Results showed that students in the flipped class had consistently higher levels of achievement throughout the course than did students in the traditional…
Moore, Tami L.; Mendez, Jesse P.
Students succeed in college by engaging with faculty, peers, and the community. Institutional leaders can utilize organizational learning strategies to learn what works to support civic learning outcomes and student success.
Sinatra, Gale M.; Heddy, Benjamin C.; Lombardi, Doug
Engagement is one of the hottest research topics in the field of educational psychology. Research shows that multifarious benefits occur when students are engaged in their own learning, including increased motivation and achievement. However, there is little agreement on a concrete definition and effective measurement of engagement. This special…
Akbari, E.; Naderi, A.; Simons, P.R.J.; Pilot, A.
Introduction Nowadays, one of the most important questions in teaching and learning involves increasing the degree of students’ engagement in learning. According to Astin’s Theory of Student engagement, the best learning environment is one in which it is possible to increase students’ engagement.
Korobova, Nadia; Starobin, Soko S.
This study examines the relationship between student engagement, student satisfaction, and the academic success of international and American students using 2008 National Survey of Student Engagement (NSSE) data. It was found that international students scored slightly higher than American students on enriching educational experiences and…
This paper argues that education for engineers and technologists should focus on the ethics of technology and engineering, and not just ethics in technology and engineering projects. It argues that one's expression of their ethical position is linked closely to their identity formation, and is di......, and is different to other "competencies" that are emphasised in engineering and technology education. Principles of sustainable development are proposed as a framework for engaging students in reflecting on their ethical positions and practices.......This paper argues that education for engineers and technologists should focus on the ethics of technology and engineering, and not just ethics in technology and engineering projects. It argues that one's expression of their ethical position is linked closely to their identity formation...
Full Text Available This article seeks to provide an outline the scope of professional teaching and learning activities and their connection to civic engagement and the achievement of environmental sustainability at Rhodes University and in Makana Local Municipality. Activities in the context of rainwater water harvesting and sanitation research are used as examples. The improved hydrogen-sulphide test kit was used as the tool for the assessment of microbial water quality between April and July 2016. An approach to the improvement in the design and modelling of the performance of ventillated improved pit latrines under laboratory conditions is also described. All activities described have been taking place in the context of undergraduate and postgraduate student research projects at Rhodes University. They have implications for teaching and learning, civic engagement and environmental sustainability. Teaching and learning of the concepts of sustainability can facilitate the development of the necessary connection between academia and the society at large. This can have a significant positive effect on societal conditions in South Africa. Further endeavours similar those described in this article should be stimulated in South and beyond.
Manzella, Alessandro; Manzella, Giuseppe M. R.
Anaxagoras believed that all things existed in a boundless form. Ápeiron begun to rotate under the control of Nous (Mind) and the rotation caused the universe to break up into fragments, each containing parts of all other things. However, since all individual things had originated from the same ápeiron, all things must contain parts of all other things. In some sense, the title contain the main concept on the interdependence of humans and the natural environment that make necessary to have a general understanding on how anthropogenic activities have changed the earth system and how they are impacting the climate cycles. Ápeiron is the interdependence of humans and natural environment. A general understanding on human influences on earth system is necessary. The ability to solve a problem, to write a coherent paragraph, to utter a cogent statement are soft skills supporting sustainable development. Soft skills must be tempered with the ability to integrate knowledge from various sources into a coherent whole. Students, professors and researchers interaction improve personal comprehension. Students must be encouraged to debate ideas and the way to present them. They are asked to look for and develop bases for shared understanding. In this way they participated to the definition of a knowledge building process as a social epistemology: from personal beliefs to social shared vision.
Lester, Jaime; Perini, Michael
This chapter explores the potential of social networking sites for increasing student engagement for distance education learners. The authors present a modified student engagement model with a focus on the integration of technology, specifically social networking sites for community college distance education learners. The chapter concludes with…
The challenge of teaching AP Human Geography to high school students is to make geography relevant, engaging and "real world." Often the pace of teaching AP classes constrains the ability of teachers to do creative projects and truly engage students until after the exam is over in May. In this lesson plan, the author suggests using "Petites…
Carter, Joelle Davis; Fountaine, Tiffany Patrice
The steady increase of White undergraduates attending public Historically Black Colleges and Universities (HBCUs) compels educators to better understand White students' collegiate experiences at HBCUs. One lens to assess these experiences is through examining their engagement on campus. Student engagement is defined as the amount of time and…
The present study explores Korean students' demonstration of language awareness through their engagement in language play. Grounded in the understanding of the relationship between language play and an "engagement with language" (EWL) perspective, this ethnographic and discourse analytic study investigates how Korean students aged 11-15…
Ebersohn, Liesel; Bender, C. J. Gerda; Carvalho-Malekane, Wendy M.
The purpose of this article was to describe students' experiences of community engagement in an Educational Psychology practicum in order to inform relevant educational psychology training literature with experiences of students' community engagement. Experiential learning served as our theoretical framework and we employed an instrumental case…
There is an increased focus on student engagement and blended approaches to learning in higher education. This article demonstrates how collaborative learning applications and a blended approach to learning can be used to design and support assessment activities that increase levels of student engagement with course concepts, their peers, faculty…
Isiaq, Sakirulai Olufemi; Jamil, Md Golam
Purpose: The purpose of this paper is to explore the use of a simulator for teaching programming to foster student engagement and meaningful learning. Design/methodology/approach: An exploratory mixed-method research approach was adopted in a classroom-based environment at a UK university. A rich account of student engagement dimensions…
In order to benefit from feedback on their writing, students need to engage effectively with it. This article reports a case study on student engagement with computer-generated feedback, known as automated writing evaluation (AWE) feedback, in an EFL context. Differing from previous studies that explored commercially available AWE programs, this…
The purpose of this article is to argue that student engagement, an important area for research about learning and teaching in formal higher education, has an elective affinity with neoliberalism, a hegemonic ideology in many countries of the developed world. The paper first surveys an extensive research literature examining student engagement and…
Lancor, Rachael; Schiebel, Amy
In this article we describe a course on science outreach that was developed as part of our college's goal that all students participate in a meaningful community engagement experience. The Science & Community Engagement course provides a way for students with science or science-related majors to learn how to effectively communicate scientific…
Student engagement has become a key feature of UK higher education policy and analysis. At the core of this is a notion of engagement characterised by dialogue and joint venture. The article explores this by considering the role of student representation in university governance. It focuses on the system of course representation that is a feature…
Elliott, Steven; Combs, Sue; Huelskamp, Amelia; Hritz, Nancy
Creative K-12 health teachers can engage students in large classes by utilizing active learning strategies. Active learning involves engaging students in higher-order tasks, such as analysis and synthesis, which is a crucial element of the movement toward what is commonly called "learner-centered" teaching. Health education teachers who…
Alcohol abuse continues to be an issue of major concern for the health and well-being of college students. Estimates are that over 80% of college students are involved in the campus "alcohol culture." Annually, close to 2000 students die in the United States due to alcohol-related accidents, with another 600,000 sustaining injury due to alcohol-related incidents (NIAAA, 2013). Students enrolled in a Psychopharmacology course engaged in action projects (community outreach) focused on alcohol abuse on our campus. Research has indicated that these types of projects can increase student engagement in course material and foster important skills, including working with peers and developing involvement in one's community. This paper describes the structure and requirements of five student outreach projects and the final projects designed by the students, summarizes the grading and assessment of the projects, and discusses the rewards and challenges of incorporating such projects into a course.
Lindahl, Mats; Bruun, Jesper; Linder, Cedric
We use a combination of network analysis (NA), text-mining (TM) techniques, and thematic discourse analysis (TDA) to characterise and compare student discussions about sustainable development. Three student groups at three different times were analysed. The analysis entails an iterative design...
Markham, Paul N.
This essay is an account of student civic engagement in action. It stresses the vital role of environments in which students learn to be civic actors. The student experiences recorded in this account point toward a form of campus politics that places students in a role of coworker and cocreator, where they must negotiate differences and…
Full Text Available Student retention is a key concern in tertiary education enabling programs with research showing that early engagement leads to higher completion rates (Hodges et al., 2013. But how do students new to university education learn how to engage effectively? This article outlines an engagement framework that foregrounds Guidance, Encouragement, Modelling and Structure (GEMS as a holistic approach to facilitating effective student engagement. This framework was developed from qualitative data gleaned from students enrolled in the Preparing for Success Program at Southern Cross University, New South Wales, Australia. The findings from the students indicate that the GEMS framework activates student potential and enables them to use existing knowledge and experience to not only deepen and broaden their learning but also successfully prepare for further study.
Full Text Available In recent years, there has been an increasing amount of literature on student engagement with school. There is a large agreement on the predictive role that individual differences in student engagement with school plays in relation to a wide range of educational outcomes and to general adjustment. Numerous empirical studies have attempted to explain how individual characteristics of students (e.g., gender, academic motivation, school-related self-efficacy etc., family environment (e.g., parent social support, aspirations of parents concerning the adolescents’ school trajectory or quality of adolescent-parents relationship, and the school/classroom climate (e.g., social support from teachers and peers, autonomy granted to students, quality of instructional practices etc. impact student engagement with school and the academic achievement/performance. This paper summarizes the existing literature on antecedents and positive outcomes of student engagement with school. The implications for educational practice and policy makers are discussed.
Full Text Available Aim: The aim of the study was to examine the differences in engagement and burnout syndrome in students of nursing/midwifery and psychology in Slovakia. Design: A cross-sectional design was used. Methods: 171 university students on a baccalaureate program participated in the research (90.9% females; age 20.6 ± 1.3; 80 psychology students, 91 nursing/midwifery students. The School Burnout Inventory (SBI and Utrecht Work Engagement Scale (UWES were employed as measurement methods. Results: A significant negative association between levels of burnout and engagement (R = 0.42; p < 0.01 was found. A linear regression model showed a significant effect of engagement on burnout (β = -0.34; 95% CI: -0.50; -0.19. However, the total explained variance was only 19.4%. Students of psychology scored higher in engagement compared to nursing and midwifery students (t = 6.89; p < 0.001. Conversely, midwifery and nursing students had higher levels of burnout compared to the group of psychology students (t = -4.55; p < 0,001. Conclusion: Nursing is considered to be a high risk profession in terms of development of burnout, which was demonstrated in this study by the higher burnout, and lower engagement levels in nursing and midwifery students. Higher attention to coping mechanisms for stress and burnout symptoms among students of healthcare professions is required in the school curriculum, especially in nursing programs. Keywords: burnout syndrome, engagement, students of nursing, midwifery, students of psychology, School Burnout Inventory (SBI, Utrecht Work Engagement Scale (UWES.
Gómez H, Paula; Pérez V, Cristhian; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; McColl C, Peter; Torres A, Graciela; Meyer K, Andrea
Stress may affect the sense of wellbeing and academic achievement of university students. To assess the relationship of academic engagement and burnout with academic achievement among first year medical students. The Utrecht Work Engagement Scale-Student and Maslach Burnout Inventory Student Survey (MBI-SS) were applied to 277 first year medical students of four universities. Their results were correlated with the grades obtained in the different courses. Moderately high engagement and low burnout levels were detected. There was a high level of satisfaction with studies and a moderate exhaustion level. Academic achievement was associated with the degree of engagement with studies but not with burnout. Conglomerate analysis detected a group of students with high levels of wellbeing, characterized by high levels of academic engagement and low burnout. Other group had moderate levels of engagement and lack of personal fulfilment. Other group, identified as extenuated, had high levels of personal exhaustion and depersonalization. Finally the disassociated group had a low academic engagement, low emotional exhaustion, high levels of depersonalization and lack of personal fulfillment. Academic achievement is associated with the level of engagement with studies but not with burnout.
Full Text Available Analysing the engagement of students in university-based Facebook groups can shed light on the nature of their learning experience and highlight leverage points to build on student success. While post-semester surveys and demographic participation data can highlight who was involved and how they subsequently felt about the experience, these techniques do not necessarily reflect real-time engagement. One way to gain insight into in-situ student experiences is by categorising the original posts and comments into predetermined frameworks of learning. This paper offers a systematic method of coding Facebook contributions within various engagement categories: motivation, discourse, cognition and emotive responses.
This article explores the use of action research (2008–2014) based on a case study of the Sustainable Online Community Engagement (SOCE) Project, a service-learning project in which University of South Australia students build websites for not-for-profit (NFP) organisations, to demonstrate that effective teaching, public service and research are interdependent. A significant problem experienced in the SOCE project was that, despite some training and ongoing assistance, the community organisat...
Vekkaila, Jenna; Pyhältö, Kirsi; Lonka, Kirsti
Little is known about what inspires students to be involved in their doctoral process and stay persistent when facing challenges. This study explored the nature of students' engagement in the doctoral work. Altogether, 21 behavioural sciences doctoral students from one top-level research community were interviewed. The interview data were…
Schlechty, Phillip C.
In Phillip Schlechty's best-selling book "Working on the Work", he outlined a motivational framework for improving student performance by improving the quality of schools designed for students. "Engaging Students" offers a next-step resource in which Schlechty incorporates what he's learned from the field and from the hundreds of workshops he and…
The research addressed the interplay of student engagement and quality enhancement mechanisms in the Scottish higher education system. The paper demonstrates increasing focus on student learning, learning experience and high-quality learning in the current quality enhancement approaches. The student-university coproduction model is used to…
Full Text Available Our university enrolls over 500 students in its online Master of Business Administration (MBA program. In this paper we present tools that were developed to better engage students with their online learning environment. Over 85% of our students reported that individually and collectively these tools were more effective in helping them to understand the material.
Students can become disengaged from marketing material if they cannot see the direct application. Marketing material needs to be applied to a meaningful business task to engage and motivate students. This article introduces the Kickstarter Active Learning Project--an innovative semester-long project in which students create a Kickstarter…
This research explores the development of issues surrounding and reactions to the use of non-accounting stories in accounting to engage and motivate first-year students. The stories were drawn from the students' main areas of study. Students were challenged to draw analogies between a story and accounting. This process allowed them to create…
Vukotich, Charles J., Jr.; Cousins, Jennifer; Stebbins, Samuel
Engaged scholarship, translational science, integrated research, and interventionist research, all involve bringing research into a practical context. These usually require working with communities and institutions, and often involve community based participatory research. The article offers practical guidance for engaged research. The authors…
Abraham, Jessy; Barker, Katrina
This study investigates the predictive influences of achievement motivational variables that may sustain students' engagement in physics and influence their future enrolment plans in the subject. Unlike most studies attempting to address the decline of physics enrolments through capturing students' intention to enrol in physics before ever…
Archambault, Isabelle; Janosz, Michel; Fallu, Jean-Sébastien; Pagani, Linda S
Although the concept of school engagement figures prominently in most school dropout theories, there has been little empirical research conducted on its nature and course and, more importantly, the association with dropout. Information on the natural development of school engagement would greatly benefit those interested in preventing student alienation during adolescence. Using a longitudinal sample of 11,827 French-Canadian high school students, we tested behavioral, affective, cognitive indices of engagement both separately and as a global construct. We then assessed their contribution as prospective predictors of school dropout using factor analysis and structural equation modeling. Global engagement reliably predicted school dropout. Among its three specific dimensions, only behavioral engagement made a significant contribution in the prediction equation. Our findings confirm the robustness of the overall multidimensional construct of school engagement, which reflects both cognitive and psychosocial characteristics, and underscore the importance attributed to basic participation and compliance issues in reliably estimating risk of not completing basic schooling during adolescence.
Ridgley, James A.; Herron, Sherry S.
Many teachers have had students ask the proverbial question, "When will I ever use this in my life?" In the sciences, especially physics, teachers seem to battle this torrent of indifference continually. Although many areas of our students' lives can distract them from their academic pursuits, we as teachers must be introspective in order to prevent our teaching style from becoming one of our students' potential distractions. For example, a problem source with teaching physics may be an inability to successfully pique students' interest in our lessons. According to Barrett, student engagement is critical in order for learning to occur. Student engagement is so crucially important that researchers from across the globe attempt to assist teachers in the careful construction of pedagogical "hooks" whereby they can actively engage their students. A student who is not academically engaged may find little use for what is presented and may be bored stiff during the lesson. Regardless of your theoretical perspectives on learning, constructivists to traditionalists alike have no excuse to be boring, and therefore should engage their students before presenting physics concepts.
Neary, Mike; Saunders, Gary; Hagyard, Andy; Derricott, Dan
Student as Producer is a curriculum development project that has been ongoing at the University of Lincoln since 2007. The aim of the project has been to promote research-engaged teaching as the organising principle for teaching and learning across all subjects and all levels of taught provision at Lincoln. While there are many examples of research-engaged teaching in higher education what makes the curriculum distinctive at Lincoln is that research-engaged teaching is the default...
Stephens, Jason; Leichtweis, Steve; Liu, Danny; Blumenstein, Marion; Richards, Deborah
Student engagement has never mattered more in college and university education. While the problem of low engagement and underachievement may differ greatly depending on learning contexts their relationship is well-established. Increasingly, digital technologies have allowed teachers to utilize actionable insights gleaned from data about learner engagement and performance to influence students’ choices on regulating their learning behaviour towards academic success. In this context, we apply t...
Full Text Available Under the principles of the scholarship of teaching and learning and action research this study sought to examine how an instructor created and facilitated engagement in his students. The research was primarily undertaken to further define the middle range theory of mutual engagement. Theoretical sampling was used to analyze approximately 100 pieces of data that included instructor notes, teaching observations, feedback from conference presentations, student assessments, and end of semester student evaluations. Engaging conversationally (EC emerged as the phenomenon that described the instructor’s engagement in the learning process. EC was an ongoing cyclical pattern of inquiry that included preparing, reflecting and modeling. Interconnected in the pattern of inquiry were personality traits, counselor education, and teaching philosophy.
Miller-Day, Michelle; Hecht, Michael L.; Krieger, Janice L.; Pettigrew, Jonathan; Shin, YoungJu; Graham, John
Testing narrative engagement theory, this study examines student engagement and teachers’ spontaneous narratives told in a narrative-based drug prevention curriculum. The study describes the extent to which teachers share their own narratives in a narrative-based curriculum, identifies dominant narrative elements, forms and functions, and assesses the relationships among teacher narratives, overall lesson narrative quality, and student engagement. One hundred videotaped lessons of the keepin’ it REAL drug prevention curriculum were coded and the results supported the claim that increased narrative quality of a prevention lesson would be associated with increased student engagement. The quality of narrativity, however, varied widely. Implications of these results for narrative-based prevention interventions and narrative pedagogy are discussed. PMID:26690668
Full Text Available Abstract Student engagement is a key factor in academic achievement and degree completion, though there is much debate about the operationalization and dimensionality of this construct. The goal of this paper is to describe the development of an psycho-educational oriented measure – the University Student Engagement Inventory (USEI. This measure draws on the conceptualization of engagement as a multidimensional construct, including cognitive, behavioural and emotional engagement. Participants were 609 Portuguese University students (67 % female majoring in Social Sciences, Biological Sciences or Engineering and Exact Sciences. The content, construct and predictive validity, and reliability of the USEI were tested. The validated USEI was composed of 15 items, and supported the tri-factorial structure of student engagement. We documented evidence of adequate reliability, factorial, convergent and discriminant validities. USEI’s concurrent validity, with the Utrecht Work Engagement Scale-Student Survey, and the predictive validity for self-reported academic achievement and intention to dropout from school were also observed.
Stout, Karen E.; Christenson, Sandra L.
Students' engagement at school has emerged as a critical factor across hundreds of dropout prevention and recovery programs in the United States. By supporting and improving academic, behavioral, cognitive, and emotional engagement, we can mitigate the risk of dropping out. This article describes the history of school dropout, predictors of…
Stein, Kristy Cooper; Miness, Andrew; Kintz, Tara
Background: Student engagement is a cognitively complex domain that is often oversimplified in theory and practice. Reliance on a single model overlooks the sophisticated nature of student engagement and can lead to misconceptions and limited understandings that hinder teachers' ability to engage all of their students. Assessing varied models…
Wesselink, R.; Blok, V.; Leur, van, S.; Lans, T.; Dentoni, D.
Corporations increasingly acknowledge the importance of sustainable practices. Corporate social responsibility is therefore gaining significance in the business world. Since solving corporate social responsibility issues is not a routine job, every challenge in corporate social responsibility requires its own approach; and management competencies are crucial for designing appropriate approaches towards the realization of sustainable solutions. On the basis of seven corporate social responsibi...
. To investigate the nature of student engagement in interprofessional interaction while on placement. Due to continuing emphasis on improving interprofessional collaboration, UK educational establishments are required to offer pre-qualifying health and social care students interprofessional education in order that they acquire relevant competencies. However, few formal interprofessional education initiatives occur in practice settings and little is known about pre-qualifying students' non-formal learning about interprofessional issues while on placement. From 2003-2005 an English Faculty of Health and Social Care conducted a qualitative study to explore opportunities for interprofessional learning and working available to students in practice placement settings. Case studies were conducted in a coronary care ward, a medical ward for older patients, a maternity unit, a paediatric unit, an integrated community learning disabilities team and a residential facility for adults with challenging behaviour. Gaining access was complex, due to variable student timetables and UK research governance requirements. Sites were therefore selected according to geographical area and timing of student placements. Details of interprofessional interaction (formal and informal) were observed and recorded. Interviews were conducted with a convenience sample of 20 practitioners and 15 students. Data were analysed thematically. Student experience varied considerably. Contributing factors included the influence of doctors and differing professional cultures; mentors' support for student engagement in interprofessional working; and individual students' confidence levels. Most sites were managed by nurses and some senior nurses were proactive in involving students interprofessionally. However, many students lacked systematic support for interprofessional engagement. Students lack parity of experience concerning interprofessional activity on placement. Where they do not have systematic
Zuzana Škodová; Ľubica Bánovčinová; Petra Lajčiaková
Aim: The aim of the study was to examine the differences in engagement and burnout syndrome in students of nursing/midwifery and psychology in Slovakia. Design: A cross-sectional design was used. Methods: 171 university students on a baccalaureate program participated in the research (90.9% females; age 20.6 ± 1.3; 80 psychology students, 91 nursing/midwifery students). The School Burnout Inventory (SBI) and Utrecht Work Engagement Scale (UWES) were employed as measurement methods. Results: A...
Paula Witkowski, PhD
Full Text Available This article reports on a one-year research project that used peer coaching and collaboration between two reading professors to study the effects of collaborative classroom activities on student engagement. In order to address professors’ concerns about student participation, two undergraduate reading-methods classes were revised through the inclusion of more collaborative learning activities. Classroom observations were conducted to take notes on both pedagogical methods and student response to these methods. Students were also asked to self-assess their engagement in behavioral, cognitive, and affective domains. The results of this research were then used to revise pedagogical techniques in these and other classes.
Geller, Benjamin D.; Turpen, Chandra; Crouch, Catherine H.
We explore the sources of student engagement with curricular content in an Introductory Physics for Life Science (IPLS) course at Swarthmore College. Do IPLS students find some life-science contexts more interesting than others, and, if so, what are the sources of these differences? We draw on three sources of student data to answer this question: (1) quantitative survey data illustrating how interested students were in particular contexts from the curriculum, (2) qualitative survey data in which students describe the source of their interest in these particular contexts, and (3) interview data in which students reflect on the contexts that were and were not of interest to them. We find that examples that make interdisciplinary connections with students' other coursework in biology and chemistry, and examples that make connections to what students perceive to be the "real world," are particularly effective at fostering interest. More generally, students describe being deeply engaged with contexts that foster a sense of coherence or have personal meaning to them. We identify various "engagement pathways" by which different life-science students engage with IPLS content, and suggest that a curriculum needs to be flexible enough to facilitate these different pathways.
Blaine A. Legaree
Full Text Available Numerous usage studies show that a high percentage of college age students are subscribers of the social media service Facebook. Modern teaching methods have a high emphasis on student engagement in the classroom, however, not all students participate equally and therefore it is important to find alternate methods for student engagement. The popularity of social media services and the wealth of online biology resources therefore seem like an obvious way to additionally engage students, particularly non-traditional students who may be less likely to participate in class discussions. In order to investigate how to engage students using this tool, I set up a Facebook group for my medical microbiology class over two semesters. Afterwards I surveyed students on its usefulness. The feedback was mostly positive, and of the resources shared with students, they were most likely to view online videos. Students also found it helpful to have an alternate means of interacting with the instructor and their peers.
Full Text Available Despite the increase in Latin America of Higher Education coverage, grave dropout problems persist that question the role of educational experiences to foster students’ academic engagement. This study was carried out in Colombia and sought to establish the relationship between the five benchmarks that compose academic engagement and the academic performance of a group of Colombian university students. The transversal and correlational study used the Spanish version of the National Survey of Student Engagement (NSSE that measures students’ level of participation in five dimensions: Academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment and its relationship to academic performance. The findings of 1906 students from 7 universities indicate that there are statistically significant, but weak correlations between the items that compose the benchmarks and students’ academic performance, which lead to reflect upon key aspects to strengthen the education experiences offered to university students.
Vaughn, Michael G.; Witko, Christopher
School choice may increase student engagement by enabling students to attend schools that more closely match their needs and preferences. But this effect on engagement may depend on the characteristics of the choices available. Therefore, we consider how the amount of educational choice of different types in a local educational marketplace affects student engagement using a large, national population of 8th grade students. We find that more choice of regular public schools in the elementary and middle school years is associated with a lower likelihood that students will be severely disengaged in eighth grade, and more choices of public schools of choice has a similar effect but only in urban areas. In contrast, more private sector choice does not have such a general beneficial effect. PMID:23682202
Adams, Rhys; Chen, Lawrence R.
As educators and researchers in the field of photonics, we find what we do to be very exciting, and sharing this passion and excitement to our university students is natural to us. Via outreach programs and college research funding, a new college and university collaboration has broadened our student audience: photonics is brought into the college classroom and research opportunities are provided to college students. Photonics-themed active learning activities are conducted in the college Waves and Modern Physics class, helping students forge relationships between course content and modern communications technologies. Presentations on photonics research are prepared and presented by the professor and past college student-researchers. The students are then given a full tour of the photonics university laboratories. Furthermore, funds are set aside to give college students a unique opportunity to assist the college professor with experiments during a paid summer research internship.
Milanović-Dobrota Biljana Z.
Full Text Available The current interest in introducing the dual education system into Serbian secondary education has drawn our attention to the question of students' self-perception in the process of practical teaching. The idea that underpins this paper is the supposition that students are affectively engaged with the work activities they perform. The Utrecht Work Engagement Scale (UWES (Schaufeli et al., 2002 has been used for assessing students' work engagement in practical teaching. A study was conducted to examine the differences between high school students with mild intellectual disabilities and those with typical development with regard to aspects of work engagement defined as Energy, Commitment and Absorption. The sample was comprised of 248 students of vocational high schools in Serbia of both genders, of whom 111 with intellectual disabilities and 137 with typical development. The findings indicate that students with mild intellectual disabilities tend to rate their engagement in practical teaching more positively (t=7,457; p=0,001 than students with typical development. The paper provides a detailed analysis of the pedagogical implications of these findings and also outlines the limitations of the study, thus pointing the way for future research on this or related issues.
Wesselink, R.; Blok, V.; Leur, van S.; Lans, T.; Dentoni, D.
Corporations increasingly acknowledge the importance of sustainable practices. Corporate social responsibility is therefore gaining significance in the business world. Since solving corporate social responsibility issues is not a routine job, every challenge in corporate social responsibility
Full Text Available This study aims to examine the engagement as a mediating variable of the relationship between personality and communication with satisfaction. This study was conducted at business school in Indonesia with 307 students who are still active as a respondent. Survey research was conducted over four months by questionnaire that has been well-established that was taken and modified from previous studies. The results of this study indicate that student engagement mediates the relationship between personality and communication as independent variables and satisfaction as the dependent variable. Extroversion personality and communication significantly positive effect on student engagement in all three dimensions (vigor, dedication, and absorption. In addition, this study also showed that engagement and satisfaction are two different variables, but correlated, and there was no difference in terms of gender differences involvement.
Full Text Available Fitness to practise (FTP is fundamental to health professional education and health service delivery, impacting on both practitioner and client wellbeing. Literature exploring FTP support policies primarily identifies retrospective student support and management. This study describes student perceptions of an innovative FTP policy which supports students and staff to proactively identify FTP management strategies prior to entering the clinical environment. Forty-nine final year physiotherapy students were surveyed regarding their perceptions of self-declaring FTP. Ordinal data from Likert scales were reported using descriptive statistics. Thematic analysis was undertaken for open text responses. The response rate was 88%. Forty-two percent of students stated that they had experienced FTP concerns during the course. Concerns included physical and mental impairment and clinical competence issues. The majority of students (80% indicated that they were “comfortable” or “very comfortable” in self-declaring FTP issues. Confidentiality, positive relationships with staff and a supportive environment enhanced likelihood of declaration. Eight students (19% met with university staff to develop management strategies and all rated these meetings as “helpful” or “very helpful.” Students had positive perceptions of self-declaring their FTP to enable early development of management strategies. This strategy successfully navigates sensitive ethicolegal issues, empowering students to take responsibility for their own FTP.
Li, Lei; Guo, Rong
Student engagement has become a big challenge in higher education, especially when distance learning is getting more and more popular. Guest lecturing is a popular method to bring relevance to the classroom and engage in students. Ground on the theory of constructivism, this paper introduces a student-centered guest lecturing that allows students…
Stone, Gerard; Fiedler, Brenton Andrew; Kandunias, Chris
This paper proposes principles to guide accounting students' and accounting educators' use of Facebook as an educational resource to engage students with their learning. A body of cross-disciplinary research has investigated potential applications of Facebook to invigorate student engagement. Generic guidelines for educators who are contemplating…
Buckner, Ellen; Shores, Melanie; Sloane, Michael; Dantzler, John; Shields, Catherine; Shader, Karen; Newcomer, Bradley
The purpose of this study was to apply several measures of learning and engagement to a comparable cohort of honors and non-honors students in order to generate a preliminary model of student engagement. Specific purposes were the following: (1) to determine the feasibility for use of several measures of student characteristics that may affect…
This paper reports the findings from a descriptive phenomenological exploration of the lived experience of dialogue days, a student engagement activity, from the perspectives of staff and students. I suggest that dialogue days enhance the relational and emotional aspects of learning with the potential to impact on future student engagement and…
Wong, Arch Chee Keen
This study examines the lived experiences of students as expressed in their reflections on their experiences of learning at Ambrose University in Calgary. It uses quantitative outcomes-related data from the National Survey of Student Engagement and the Theological School Survey of Student Engagement to illuminate qualitative data obtained through…
Mehta, Sharmila B; Cornell, Dewey; Fan, Xitao; Gregory, Anne
Many authorities agree that bullying has a widespread impact on school climate, affecting bystanders as well as victims. This study tested the contention that a climate of bullying can have a schoolwide impact on student engagement in school. Hierarchical linear modeling assessed the relations between student perception of bullying climate and student engagement at the individual and school level in a statewide sample of 7058 ninth graders randomly selected from 289 schools participating in the Virginia High School Safety Study. Student engagement was assessed by self-report scales measuring commitment to school and involvement in school activities. Individual differences in perception of school climate characterized by bullying were associated with lower commitment to school, but not less involvement in school activities. School-level differences in student perceptions of bullying climate were associated with both lower commitment to school and less involvement in school activities, after controlling for the effects of gender, race, school size, proportion of ethnic minority students in the school, and individual-level perception of bullying climate. Efforts to improve student engagement should consider the schoolwide impact of bullying on all students. © 2013, American School Health Association.
A metropolitan school district wanted to understand blended learning as it existed in one of their high schools. Blended learning had been school-wide for four years, and district administrators wanted to know how students, teachers, and school administrators perceived blended learning and its impact on student engagement. This was a…
Yell, Michael M.
Getting students involved in the process of inquiry takes much more than pointing out a problem, offering sources, and setting them on their way. Fortunately, there are a number of teaching strategies that can be instrumental in engaging students in the process of inquiry. As a teacher of world history in the seventh grade, House of Avalon, at…
Junco, R.; Heiberger, G.; Loken, E.
Despite the widespread use of social media by students and its increased use by instructors, very little empirical evidence is available concerning the impact of social media use on student learning and engagement. This paper describes our semester-long experimental study to determine if using Twitter--the microblogging and social networking…
In this study, online learning refers students under the guidance of teachers through the online learning platform for organized learning. Based on the analysis of related research results, considering the existing problems, the main contents of this paper include the following aspects: (1) Analyze and study the current student engagement model.…
Digital technologies are now an integral feature of university study. As such, academic research has tended to concentrate on the potential of digital technologies to support, extend and even "enhance" student learning. This paper, in contrast, explores the rather more messy realities of students' engagements with digital technology. In…
Martin, James E.; Williams-Diehm, Kendra
The Council for Exceptional Children's Division on Career Development and Transition (DCDT) has been a longstanding leader and advocate in the field of secondary education for students with disabilities. This paper traces the history of student engagement in transition planning primarily through the lens of DCDT's journal "Career…
La Roche, Claire R.; Flanigan, Mary A.
In recent years, there has been a great deal of discussion about the need for student engagement and a meaningful connection in the classroom. With the advent of cell phones, computers and the Internet, students are more connected to, and, at the same time, more disconnected from each other than ever before. We are living in the age of exponential…
Sherer, Pamela; Shea, Timothy
Online videos are used increasingly in higher education teaching as part of the explosion of Web 2.0 tools that are now available. YouTube is one popular example of a video-sharing resource that both faculty and students can use effectively, both inside and outside of the classroom, to engage students in their learning, energize classroom…
Reyneke, Roelof P.
Purpose: To investigate how an adventure-based activity could help facilitate dialogue and enable a safe process where students could engage in a difficult topic such as diversity without feeling threatened. Method: A qualitative study was used in which 89 social work students who took part in diversity training gave permission that their…
Liu, Shuang; Breit, Rhonda
The capacity to conduct research is essential for university graduates to survive and thrive in their future career. However, research methods courses have often been considered by students as "abstract", "uninteresting", and "hard". Thus, motivating students to engage in the process of learning research methods has become a crucial challenge for…
Elder, Ruth L; Lewis, Peter A; Windsor, Carol A; Wheeler, Margaret; Forster, Elizabeth; Foster, Joanne; Chapman, Helen
Chronic nursing shortages have placed increasing pressure on many nursing schools to recruit greater numbers of students with the consequence of larger class sizes. Larger class sizes have the potential to lead to student disengagement. This paper describes a case study that examined the strategies used by a group of nursing lecturers to engage students and to overcome passivity in a Bachelor of Nursing programme. A non-participant observer attended 20 tutorials to observe five academics deliver four tutorials each. Academics were interviewed both individually and as a group following the completion of all tutorial observations. All observations, field notes, interviews and focus groups were coded separately and major themes identified. From this analysis two broad categories emerged: getting students involved; and engagement as a struggle. Academics used a wide variety of techniques to interest and involve students. Additionally, academics desired an equal relationship with students. They believed that both they and the students had some power to influence the dynamics of tutorials and that neither party had ultimate power. The findings of this study serve to re-emphasise past literature which suggests that to engage students, the academics must also engage. Copyright © 2011 Elsevier Ltd. All rights reserved.
California State University, Fresno is currently considering implementing an ePortfolio requirement for all undergraduate students. The ePortfolio requirement would be introduced primarily to engage students in a HIP (high impact practice) but would also be used for assessment purposes. As a faculty member and a member of the CSU Fresno ePortfolio…
Mostafa, Rania B.
This article explores for the first time the moderating effect of students' readiness for cocreation on the student social media engagement and perceived value relationship. Ping's and Cadogan et al.'s procedures for assessing the structural model with interaction terms were followed. Results based on a sample of 353 university students…
How do you teach students to communicate, collaborate, and solve problems? In his engaging style, Ron Nash shows teachers how to create a student-centered environment that transforms learners from passive attendees into active participants and leaders in the classroom. Building on the foundation of his prior works on active learning, he combines…
Preus, Betty; Payne, Rachel; Wick, Carly; Glomski, Emily
This study examines why a group of students representing two high schools became involved in an activist organization, the benefits they gained as a result, the impact they had on their school and community, and their recommendations for how school personnel can foster civic engagement in young people. The student-led group campaigned for a school…
Dykstra Steinbrenner, Jessica R; Watson, Linda R
Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student characteristics. The sample included 25 elementary and middle school students with ASD. Mixed level modeling was used to examine relationships between joint engagement and classroom factors and student characteristics. Joint engagement was significantly related to group size, use of student-directed practices, autism severity, and expressive communication skills. These findings have important implications for educational policies and practices and future research related to engagement and effective interventions for students with ASD.
Personalized learning has the potential to greatly improve student achievement--but realistic teachers know that any instructional strategy will only be effective if students are willing to do the work. That is why Larry Ferlazzo emphasizes the importance of weaving intrinsic motivation into every personalized learning classroom. Four key elements…
Zweekhorst, M.B.M.; Maas, J.
Purpose – In general, active participation increases learning outcomes. The purpose of this paper is to explore how: information and communication technologies (ICT) can be used to improve the participation of students during lectures and the effect of ICT on the learning outcomes of students.
Cronin, Anthony; Carroll, Paula
In this paper the complex problems of developing quantitative and analytical skills in undergraduate first year, first semester business students are addressed. An action research project, detailing how first year business students perceive the relevance of data analysis and inferential statistics in light of the economic downturn and the…
Walsh, Jackie Acree; Sattes, Beth Dankert
This groundbreaking book provides teachers with an accessible, research-based blueprint for developing student metacognitive skills and ensuring that students take responsibility for their own learning. The authors use the findings of cognitive scientists to highlight quality questioning behaviors and explain how to apply them for improved student…
Gilboy, Mary Beth; Heinerichs, Scott; Pazzaglia, Gina
The flipped classroom is an innovative pedagogical approach that focuses on learner-centered instruction. The purposes of this report were to illustrate how to implement the flipped classroom and to describe students' perceptions of this approach within 2 undergraduate nutrition courses. The template provided enables faculty to design before, during, and after class activities and assessments based on objectives using all levels of Bloom's taxonomy. The majority of the 142 students completing the evaluation preferred the flipped method compared with traditional pedagogical strategies. The process described in the report was successful for both faculty and students. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
Game design workshops, camps and activities engage K-12 students In STEM disciplines that use game engine and development tools. Game development will have students create games and simulations that Will inspire them to love technology while learning math, physics, and,logic. By using tools such as Gamemaker, Alice, Unity, Gamesalad and others, students will get a sense of confidence and accomplishment creating games and simulations.
John Schelhas; Sarah Hitchner; Cassandra Johnson Gaither; Rory Fraser; Viniece Jennings; Amadou Diop
The Sustainable Forestry and African American Land Retention Program is a comprehensive effort to address theÂ long-standing problem of underparticipation of African Americans in forest management. We conducted rapidÂ appraisal baseline research for pilot projects in this program in three Southern states using a carefully selectedÂ purposive sample to enhance our...
Opdam, P.F.M.; Steingröver, E.G.
Current concepts that aim to align economic development with sustainability, such as the circular and green economy, often consider natural systems as externalities. We extend the green economy concept by including the landscape as the provider of social, economic and environmental values. Our aim
van Uden, Jolien M.; Ritzen, Henk; Pieters, Julius Marie
Student engagement is an important precursor for learning. In this study we used teacher (N = 200) and student (N = 2288) questionnaires to investigate whether perceived interpersonal teacher behavior and teacher beliefs concerning motives for being a teacher, attitudes toward teacher knowledge
Brusi, Rima; Portnoy, Arturo; Toro, Nilsa
The Precalculus Mega Section project was developed with the main purpose of improving the overall performance of the student body in Precalculus, an important gatekeeper course that affects student engagement and completion, with typical drop/failure rates of over 50 percent. Strategies such as integration of technology and additional practice…
McDonald, Tracy, Ed.
This concluding volume in the series presents the work of faculty who have been moved to make sustainability the focus of their work, and to use service learning as one method of teaching sustainability to their students. The chapters in the opening section of this book-- Environmental Awareness--offer models for opening students to the awareness…
Marinak, Barbara A.; Gambrell, Linda B.
This study investigated the effects of reward proximity and choice of reward on the reading motivation of third-grade students as measured by indicators of task persistence. The major finding from this study was that students who were given a book as a reward and students who received no reward were more motivated to engage in subsequent reading…
Full Text Available Any educator today will tell you that the strategies used in the classroom have evolved and changed with the access everyone has to technology. In a world with constant changes and shifts because of immediate access to information, the way course content is delivered must evolve and adjust to the new ways students learn. Engagement of students in course content and reaching learning objectives are the key elements educators strive for in every course. Enter social media networks and the ability to leverage the user activity with these applications in education. Now, educators can provide content which engages students and meets learning objectives the way students want to learn. By reviewing social media networks: Facebook, Pinterest, Instagram, Blogs, Twitter, and Evernote, educators can position themselves to be as technology-savvy as today's students.
Christensen, Inger-Marie F.; Hansen, Pernille Stenkil
The gap between educational institutions and students is widening. Many institutions maintain traditional methods and adopt new at a slow pace. Some educators and developers are looking to gamification to bridge the gap. This workshop will help participants’ explore the potential of badges...
This paper outlines the benefits to distance education teachers of formatting a weekly online newsletter in accordance with motivational learning theory. It reflects on the delivery of weekly AIM newsletters to undergraduate economics students at the Open Polytechnic of New Zealand via Moodle. The acronym, AIM, stands for Academic content,…
Moore-Cherry, Niamh; Healey, Ruth; Nicholson, Dawn T.; Andrews, Will
Partnership is currently the focus of much work within higher education and advocated as an important process to address a range of higher education goals. In this paper, we propose the term "inclusive partnership" to conceptualise a non-selective staff-student relationship. While recognising the challenges of inclusive partnership…
The aim of this project is to attempt a factorial analysis of the congruence amongst three layers of assessments of Oral Presentation: "Expert, Self, and Peer". Participants included graduate and undergraduate students of Asian background studying Research Writing at a technological university. The research instrument consisted of a set…
Dykstra Steinbrenner, Jessica R.; Watson, Linda R.
Researchers have highlighted engagement as a critical component of effective interventions for students with autism spectrum disorder (ASD), yet there is limited research related to engagement in school-age children with ASD. This descriptive study was designed to examine joint engagement and its relationship with classroom factors and student…
Hojat, Mohammadreza; Axelrod, David; Spandorfer, John; Mangione, Salvatore
Empathy is an important component of physician competence that needs to be enhanced. To test the hypotheses that medical students' empathy can be enhanced and sustained by targeted activities. This was a two-phase study in which 248 medical students participated. In Phase 1, students in the experimental group watched and discussed video clips of patient encounters meant to enhance empathic understanding; those in the control group watched a documentary film. Ten weeks later in Phase 2 of the study, students who were in the experimental group were divided into two groups. One group attended a lecture on empathy in patient care, and the other plus the control group watched a movie about racism. The Jefferson Scale of Empathy (JSE) was administered pre-post in Phase 1 and posttest in Phase 2. In Phase 1, the JSE mean score for the experimental group improved significantly (p < 0.01); no change in the JSE scores was observed in the control group. In Phase 2, the JSE mean score improvement was sustained in the group that attended the lecture, but not in the other group. No change in empathy was noticed in the control group. Research hypotheses were confirmed.
Abraham, Jessy; Barker, Katrina
Although substantial gender differences in motivation, engagement and enrolment behaviour are frequently reported in the international physics education literature, the majority of studies focus on students who intend to choose physics for their future study. The present multi-occasional study examines the gender difference in motivation, engagement and enrolment behaviour among senior secondary students from New South Wales schools who have already chosen to study physics. It examines whether the differences reflect differences of degree in these dimensions, or differences of kind for these students. Fine-grained analyses at module-specific level of the senior secondary physics curriculum indicated that the differences do not represent differences of kind. That is, girls' and boys' perceptions of the key facets of motivation, sustained engagement and choice intentions in relation to physics seemed to be qualitatively the same. However, there were differences in the degree to which boys and girls are motivated, although the pattern was inconsistent across the four modules of the senior secondary physics curriculum. Girls' motivation, engagement and sustained enrolment plans in relation to physics were found equal to or higher than boys' at various time points through the course. These findings highlight the need to change the existing gender-biased stereotype that students perceive physics as a male domain and that subjective motivation, engagement and enrolment plans will always report higher measures for males. The results have implications for intervention strategies aimed at sustaining student motivation in physics. The potential implications of the findings for practitioners and researchers are discussed.
Full Text Available Within the furniture manufacturing industry a high proportion of occupational accidents are as a result of non-compliance to machining regulations and incorrect work practices. Safety training plays an important role in reducing accidents and promoting a safety culture within this sector. This article details an action research study undertaken during the first year of a new Degree in Timber Product Technology, which set out to evaluate the impact a blended learning environment and reusable learning objects (RLOs could have on promoting safe work practices and a safety culture amongst students. A constructivist approach was taken and the module design was underpinned by Kolb’s model of experiential learning, placing more responsibility on the learners for their own learning and encouraging them to reflect upon their experiences. The findings of this study suggest that students with prior industry machining experience required a change in their attitude to machining which was achieved within the practical labs, while students with no machining experiences were intimidated by the learning environment in the practical labs but whose learning experience was enhanced through the use of RLOs and other eLearning resources. In order to reduce occupational accidents in the furniture manufacturing industry the promotion of continuing professional development (CPD training courses is required in order to change workers’ behaviour to machine safety and encourage lifelong learning so as to promote a safety culture within the furniture manufacturing industry.
Tran, Le Huu Nghia
This article reports a study that investigated student engagement and inhibitors of their engagement with developing employability skills via extra-curricular activities in Vietnamese universities. Content analysis of 18 interviews with students and statistical analysis of 423 students' responses to a paper-based survey showed that despite a…
Andrews, Chelsea Joy
Although engineering education has been practiced at the undergraduate level for over a century, only fairly recently has the field broadened to include the elementary level; the pre-college division of the American Society of Engineering Education was established in 2003. As a result, while recent education standards require engineering in elementary schools, current studies are still filling in basic research on how best to design and implement elementary engineering activities. One area in need of investigation is how students engage with physical failure in design tasks. In this dissertation, I explore how upper elementary students engage in failure-prone engineering design tasks in an out-of-school environment. In a series of three empirical case studies, I look closely at how students evaluate failed tests and decide on changes to their design constructions, how their reasoning evolves as they repeatedly encounter physical failure, and how students and facilitators co-construct testing norms where repetitive failure is manageable. I also briefly investigate how students' engagement differs in a task that features near-immediate success. By closely examining student groups' discourse and their interactions with their design constructions, I found that these students: are able to engage in iteration and see failure-as-feedback with minimal externally-imposed structure; seem to be designing in a more sophisticated manner, attending to multiple causal factors, after experiencing repetitive failure; and are able to manage the stress and frustration of repetitive failure, provided the co-constructed testing norms of the workshop environment are supportive of failure management. These results have both pedagogical implications, in terms of how to create and facilitate design tasks, and methodological implications--namely, I highlight the particular insights afforded by a case study approach for analyzing engagement in design tasks.
Yoshikawa, K.; Sparrow, E. B.; Kopplin, M.
The Permafrost/Active Layer Monitoring Program is an ongoing project, which builds on work begun in 2005 to establish long-term permafrost and active layer monitoring sites adjacent to schools in Alaskan communities and in the circumpolar permafrost region. Currently, there are about 200 schools in Alaska involved in the project including also Denali National Park and Preserve. The project has both scientific and outreach components. The monitoring sites collect temperature data on permafrost, and the length and depth of the active layer (the layer above the permafrost that thaws during summer and freezes again during winter). To ensure scientific integrity, the scientist installed all of the monitoring instruments and selected the sites representative of the surrounding biome and thermal conditions. This is a unique collaboration opportunity in that 1) uses scientifically accurate instruments, 2) is scientist led and supervised including instrumentation set-up and data quality check, 3)has teacher/student organized observation network, 4) increased spatial scale of monitoring sites that covers all of the Alaskan communities. Most of the monitoring sites are located in remote communities, where the majority of residents depend on a subsistence lifestyle. Changes in climate, length of seasons, and permafrost conditions directly impact natural resources and subsistence activities. Changes in permafrost conditions also affect local ecosystems and hydrological regimes, and can influence the severity of natural disasters. In addition to extending our knowledge of the arctic environment, the program involves school-age students. Several students have been using the data for their projects and have been inspired to continue their studies. The data gathered from these stations are shared with other schools and made available to the public through our web site (http://www.uaf.edu/permafrost). Also communities have increasingly become interested in this project not only as
Dramae, A.; Toedtanya, K.; Wuttiprom, S.
Connecting physics concepts to activities that are interesting to students or what they encounter in everyday life will help students build a strong foundation. When there is an interesting activity for the student, it will result in the student responding, engaging, and enthusiasm in learning. Learning activities that are based on what students are interested in and regularly experience will enable students to understand the long and memorable experience. Both of these will enhance the student’s learning experience. One of the activities that can be described in this research used the learning activity through movies, which is the application of the basic motion projectile for students to understand the characteristics of such movement. It also aims to further develop critical thinking skills of learners.
For decades, women have enrolled in college in greater numbers than men, and, by many measures, have outperformed them in the classroom. But in recent years, as social scientists and student-affairs offices have focused on other differences between the genders, they have documented patterns that could explain how engagement influences student…
Manseras, R.; Eugenio, F.; Palaoag, T.
Millennials has been a word of mouth of everybody and a target market of various companies nowadays. In the Philippines, they comprise one third of the total population and most of them are still in school. Having a good education system is important for this generation to prepare them for better careers. And a good education system means having quality instruction as one of the input component indicators. In a classroom environment, teachers use facial features to measure the affect state of the class. Emerging technologies like Affective Computing is one of today’s trends to improve quality instruction delivery. This, together with computer vision, can be used in analyzing affect states of the students and improve quality instruction delivery. This paper proposed a system of classifying student engagement using facial features. Identifying affect state, specifically Millennial Filipino student engagement, is one of the main priorities of every educator and this directed the authors to develop a tool to assess engagement percentage. Multiple face detection framework using Face API was employed to detect as many student faces as possible to gauge current engagement percentage of the whole class. The binary classifier model using Support Vector Machine (SVM) was primarily set in the conceptual framework of this study. To achieve the most accuracy performance of this model, a comparison of SVM to two of the most widely used binary classifiers were tested. Results show that SVM bested RandomForest and Naive Bayesian algorithms in most of the experiments from the different test datasets.
Goldberg, Nisse A.; Ingram, Kathleen W.
Active-learning techniques have been advocated as a means to promote student engagement in lower-division biology courses. In this case study, mini-lectures in combination with active-learning activities were evaluated as strategies to promote a culture of learning and participation in a required botany course. These activities were designed to…
James, Glenn; Martinez, Elda; Herbers, Sherry
This article examines Jesus's teaching methods as described in the four Gospels, highlighting the ways in which He led listeners to participate actively in their learning. We identify similarities between many of Jesus's techniques and current practices in the field of student engagement, with a focus on applications for instructors in higher…
The low levels of student engagement with mathematics has been of significant concern in Australia for some time (Attard, 2013). This is a particularly important issue in mathematics education given the current attention to science, technology, engineering and mathematics (STEM) education to ensure "the continued prosperity of Australia on…
Wells, Jenny C.; Narkon, Drue E.
Vocabulary instruction across the content areas aids reading comprehension, making it time well spent in the classroom. Although students with learning disabilities (LD) need many practice opportunities to learn new words, engaging them in vocabulary instruction may prove challenging. Due to their past difficulties in acquiring reading skills,…
Armier, David Des, Jr.; Shepherd, Craig E.; Skrabut, Stan
Gamification incorporates game-elements in non-gaming situations to enhance student engagement and desired behavior. This study examined participant's willingness to take part in gamified activities where reward systems were not directly tied to course grades. Participants enrolled in a technology integration course for preservice teachers, were…
Gresalfi, Melissa Sommerfeld; Barnes, Jacqueline
This paper draws from and contributes to two bodies of research: how particular elements of game design support learning; and how particular characteristics of feedback impact student engagement. This paper reports findings from two rounds of a design-based research project that focuses on better understanding how feedback is integrated into, and…
McKinney, Jennifer; Snedker, Karen A.
In response to increasing homelessness in our city, Seattle Pacific University invited a homeless encampment (Tent City) to reside on our university campus for three months. This provided an opportunity to engage students on issues of poverty and inequality. Building from a service-learning model, we devised course work around homelessness and…
Mogk, D. W.; Wysession, M. E.; Beauregard, A.; Reinen, L. A.; Surpless, K.; O'Connell, K.; McDaris, J. R.
The recent PCAST report (2012), Engage to Excel, calls for a major shift in instructional modes in introductory (geo)science courses by "replacing standard laboratory courses with discovery-based research courses". An increased emphasis is recommended to engage students in experiments with the possibility of true discovery and expanded use of scientific research courses in the first two years. To address this challenge, the On the Cutting Edge program convened a workshop of geoscience faculty to explore the many ways that true research experiences can be built into introductory geoscience courses. The workshop goals included: consideration of the opportunities, strategies and methods used to provide research experiences for students in lower division geoscience courses; examination of ways to develop students' "geoscience habits of mind" through participation in authentic research activities; exploration of ways that student research projects can be designed to contribute to public science literacy with applications to a range of issues facing humanity; and development of strategies to obtain funding for these research projects, to make these programs sustainable in departments and institutions, and to scale-up these programs so that all students may participate. Access to Earth data, information technology, lab and field-based instrumentation, and field experiences provide unprecedented opportunities for students to engage in authentic research at early stages in their careers. Early exposure to research experiences has proven to be effective in the recruitment of students to the geoscience disciplines, improved retention and persistence in degree programs, motivation for students to learn and increase self-efficacy, improved attitudes and values about science, and overall increased student success. Workshop outcomes include an online collection of tested research projects currently being used in geoscience classes, resources related to effective design
This paper examines how mathematical understandings might be facilitated through student-centred inquiry. Data is drawn from a research project on student-centred inquiry learning that situated mathematics within authentic problem-solving contexts and involved students in a collaboratively constructed curriculum. A contemporary interpretive frame…
Power, Tamara; Virdun, Claudia; White, Haidee; Hayes, Carolyn; Parker, Nicola; Kelly, Michelle; Disler, Rebecca; Cottle, Amanda
Simulation allows students to practice key psychomotor skills and gain technical proficiency, fostering the development of clinical reasoning and student confidence in a low risk environment. Manikins are a valuable learning tool; yet there is a distinct lack of empirical research investigating how to enhance engagement between nursing students and manikins. To describe student perspectives of a layered, technology enhanced approach to improve the simulation learning experience. Tanner's Model of Clinical Judgment underpins the entire curriculum. This study additionally drew on the principles of narrative pedagogy. Across ten teaching weeks, five separate case studies were introduced to students through short vignettes. Students viewed the vignettes prior to their laboratory class. In the labs, manikins were dressed in the props used in the vignettes. The innovation was trialed in a second year core subject of a Bachelor of Nursing program in a large urban university in the autumn semester of 2014. Following ethics approval, students were emailed a participant information sheet. A focus group of nine students was held. The discussion was digitally recorded and transcribed verbatim prior to being subject to thematic analysis. Students' comments (143) about the vignettes in their standard subject specific student feedback surveys were also considered as data. Four themes were identified: Getting past the plastic; knowing what to say; connecting and caring; and, embracing diversity. The feedback indicated that these measures increased students ability to suspend disbelief, feel connected to, and approach the manikins in a more understanding and empathetic fashion. In addition to achieving increased engagement with manikins, other advantages such as students reflecting on their own values and pre-conceived notions of people from diverse backgrounds were realized. Copyright © 2016 Elsevier Ltd. All rights reserved.
Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S Niru; Davey, Andrew K
To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (ponline teaching and learning resources were only effective in increasing student engagement after the implementation of a "marketing strategy" that included e-mail reminders and motivation.
Kuttner, Paul J.
Amid concerns about the decreasing political engagement of young people, scholars and policy makers have begun discussing the "civic achievement gap," disparities in civic capacity between low-income students and Students of Color and their White, wealthier counterparts. While this scholarship raises important issues, it often relies on…
Cahyani Andharini Dwi
Full Text Available Many researchers have attempted to utilize gamification to increase student engagement, motivation and achievement in the classroom with varying degrees of accomplishment. This research attempts to review of existing literature on the subject as well as the implementation of gamification on Language course. It aims to get better understanding of how gamification can efficiently be used in education. This analysis reveals that the underlying fact that make games engaging are already utilized in pedagogical practices. There are two important recommendations from this research. First, use gamified learning scenario as an activity, to encourage students trying new things and avoiding fear to make a mistakes. Secondly, the gamification in education setting needs students to participate deliberately to ensure the gamification retains the game-like nature.
Teaching introductory physics is arguably one of the most important things that a physics department does. It is the primary way that students from other science disciplines engage with physics and it is the introduction to physics for majors. Modeling instruction is an active learning strategy for introductory physics built on the premise that science proceeds through the iterative process of model construction, development, deployment, and revision. We describe the role that participating in authentic modeling has in learning and then explore how students engage in this process in the classroom. In this presentation, we provide a theoretical background on models and modeling and describe how these theoretical elements are enacted in the introductory university physics classroom. We provide both quantitative and video data to link the development of a conceptual model to the design of the learning environment and to student outcomes. This work is supported in part by DUE #1140706.
Full Text Available Universities have experienced increases in technology ownership and usage amongst students entering undergraduate programs. Almost all students report owning a mobile phone and many students view laptops and tablets as educational tools, though they also report using them for non-academic activities during lectures. We explored the relationship between student course engagement and the use of smartphones, laptops, cell phones, and tablets during lecture. Undergraduate students responded to an online survey asking about both course engagement and mobile device habits. Results show that smartphone use was most strongly related to lowered course engagement and while laptop use was related to lowered engagement, it was to a lesser extent. In contrast, overall engagement of students using tablets or cell phones was not significantly different than those who did not.
van den Hoven, M.J.
In the twenty-first century, the urgent problems the world is facing (the UN Sustainable Development Goals) are increasingly related to vast and intricate ‘systems of systems’, which comprise both socio-technical and eco-systems. In order for engineers to adequately and responsibly respond to
van Uden, J.M.; Ritzen, H.; Pieters, Julius Marie
Student engagement is an important condition for positive outcomes at school. This study examined whether teachers' motives for being a teacher, their ratings of the relative importance of different teacher competences, their self-efficacy for teaching, and ratings of their own interpersonal teacher
De Welde, Kris
This article presents a case study of a "Sociology of Food" course premised on issues of social justice and ethical and sustainable food practices. Through sustainability-inspired service-learning projects, students learn about the consequences of the industrial food system (e.g., farm-to-plate issues, local and organic options, animal…
Horstmanshof, Louise; Zimitat, Craig
Background: Enhancing student engagement is considered an important strategy for improving retention. Students' Time Perspective is an under-researched factor that may significantly influence student engagement. Aims: This study examines interrelationships between elements of student engagement and relationship with Time Perspective. We propose…
Sawang, Sukanlaya; O'Connor, Peter; Ali, Muhammad
This paper aims to answer how we can increase students' engagement in a large class. We hypothesised that the use of KeyPad, an interactive student response system, can lead to enhanced student engagement in a large classroom. We tested a model of classroom technology integration enhancing the students' engagement among first year undergraduate…
Balwant, Paul T.
Despite the popularity of student engagement and, by association, student disengagement, the academic literature is unclear about the meaning of these terms. This review extends existing conceptual studies of student engagement by offering clear definitions and conceptualisations of both student engagement and disengagement in the classroom…
Steg, Linda; Shwom, Rachel; Dietz, Thomas
Providing clean, safe, reliable, and affordable energy for people everywhere will require converting to an energy system in which the use of fossil fuels is minimal. A sustainable energy transition means substantial changes in technology and the engagement of the engineering community. But it will
Ede, James; Graine, Sophia; Rhodes, Chris
Adopting more sustainable consumption habits has been identified as a necessary step in the progression towards a sustainable society. In the area of sustainable consumption, personal food behaviour represents a strong leverage point. University students have been identified as a strategic audience; habits established during this transformative period can track forward into later life. This study seeks to identify the barriers inhibiting students from eating more sustainably. Perceived benefi...
Pierce, Linda L; Reuille, Kristina M
In flipped or blended classrooms, instruction intentionally shifts to a student-centered model for a problem-based learning approach, where class time explores topics in greater depth, creating meaningful learning opportunities. This article describes instructor-created activities focused on research processes linked to evidence-based practice that engage undergraduate nursing research students. In the classroom, these activities include individual and team work to foster critical thinking and stimulate student discussion of topic material. Six activities for small and large student groups are related to quantitative, qualitative, and both research processes, as well as applying research evidence to practice. Positive student outcomes included quantitative success on assignments and robust student topic discussions, along with instructor-noted overall group engagement and interest. Using these activities can result in class time for the construction of meaning, rather than primarily information transmission. Instructors may adopt these activities to involve and stimulate students' critical thinking about research and evidence-based practice. [J Nurs Educ. 2018;57(3):174-177.]. Copyright 2018, SLACK Incorporated.
Rohde, J. A.; Clarkson, M.; Houghton, J.; Chen, W.
Science graduate students increasingly seek science communication training, yet many do not have easy access to training programs. Students often rely on a "do it yourself" approach to gaining communication skills, and student created science communication programs are increasingly found at universities and institutions across the U.S. In 2010, graduate students at the University of Washington led a grassroots effort to improve their own communication and outreach by creating "The Engage Program." With a focus on storytelling and public speaking, this graduate level course not only trains students in science communication but also gives them real world experience practicing that training at a public speaker series at Town Hall Seattle. The Engage Program was fortunate in that it was able to find institutional champions at University of Washington and secure funding to sustain the program over the long-term. However, many grassroots communication programs find it difficult to gain institutional support if there is a perceived lack of alignment with university priorities or lack of return on investment. In order to justify and incentivize institutional support for instruction in science communication, student leaders within the program initiated, designed and carried out an evaluation of their own program focused on assessing the impact of student communication, evaluating the effectiveness of the program in teaching communication skills, and quantifying the benefits of communication training to both the students and their institution. Project leaders created the opportunity for this evaluation by initiating a crowdfunding campaign, which has helped to further engage public support of science communication and incentivized student participation in the program, and may also inspire future program leaders to pursue similar program optimizations.
Full Text Available This article explores the use of action research (2008–2014 based on a case study of the Sustainable Online Community Engagement (SOCE Project, a service-learning project in which University of South Australia students build websites for not-for-profit (NFP organisations, to demonstrate that effective teaching, public service and research are interdependent. A significant problem experienced in the SOCE project was that, despite some training and ongoing assistance, the community organisations reported that they found it difficult to make effective use of their websites. One of the proposed solutions was to develop an online community of the participating organisations that would be self-supporting, member-driven and collaborative, and enable the organisations to share information about web-based technology. The research reported here explored the usefulness of developing such an online community for the organisations involved and sought alternative ways to assist the organisations to maintain an effective and sustainable web presence. The research used a three-phase ethnographic action research approach. The first phase was a content analysis and review of the editing records of 135 organisational websites hosted by the SOCE project. The second phase was an online survey sent to 145 community organisation members responsible for the management of these websites, resulting in 48 responses. The third phase consisted of semi-structured, in-depth interviews with 18 of the website managers from 12 of these organisations. The research revealed the extent to which organisations were unable to manage their websites and found that the proposed solution of an online community would not be useful. More importantly, it suggested other useful strategies which have been implemented. In Furco’s (2010 model of the engaged campus, public engagement can be used to advance the public service, teaching and research components of higher education’s tripartite
Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S. Niru
Objective. To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. Design. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Assessment. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (pstudent engagement after the implementation of a “marketing strategy” that included e-mail reminders and motivation. PMID:23966728
Full Text Available The American Society for Microbiology (ASM Task Force on Curriculum Guidelines for Undergraduate Microbiology Students published recommendations for introductory microbiology courses that suggest teaching specific skill sets in the laboratory beyond just fundamental knowledge and concepts of microbiology (6; however, students can sometimes view a skills-based laboratory experience as a task list of unrelated assignments to complete for a grade. Therefore, providing explicit connections throughout the lecture and laboratory exercises is critical for a truly integrated learning experience. Several pedagogical techniques can provide a coherent framework throughout a course. For example, case-based studies can connect lecture with laboratory skills and increase student engagement by applying newly developed knowledge and skills to tackle real-world simulations (2, 3. One reason that case-based studies succeed is that they can provide intrinsic motivations and an alternate purpose for students to engage with the material. A more recent trend in pedagogy involves using game design elements to increase student engagement and motivation. Gamification is the application of game design (accruing points or badges, reaching significant levels of accomplishment, or other reward elements in a non-game context to motivate or influence participation (1, 5. A natural extension of both of these methods is to gamify a case-based approach where a fictional scenario is presented for students to role-play as scientists using their developed skills to solve a complex problem. The typical microbiology laboratory, as described by the ASM Task Force, can easily incorporate game design elements without extensive modification of the exercises themselves. Instead, gamification involves structuring the lab in a way that gives the course a coherent and unified purpose. This ultimately allows the student to see how the principles and concepts of lecture and laboratory connect
Morton, Caroline E; Saleh, Sohag N; Smith, Susan F; Hemani, Ashish; Ameen, Akram; Bennie, Taylor D; Toro-Troconis, Maria
Blended learning is a combination of online and face-to-face learning and is increasingly of interest for use in undergraduate medical education. It has been used to teach clinical post-graduate students pharmacology but needs evaluation for its use in teaching pharmacology to undergraduate medical students, which represent a different group of students with different learning needs. An existing BSc-level module on neuropharmacology was redesigned using the Blended Learning Design Tool (BLEnDT), a tool which uses learning domains (psychomotor, cognitive and affective) to classify learning outcomes into those taught best by self-directed learning (online) or by collaborative learning (face-to-face). Two online courses were developed, one on Neurotransmitters and the other on Neurodegenerative Conditions. These were supported with face-to-face tutorials. Undergraduate students' engagement with blended learning was explored by the means of three focus groups, the data from which were analysed thematically. Five major themes emerged from the data 1) Purpose and Acceptability 2) Structure, Focus and Consolidation 3) Preparation and workload 4) Engagement with e-learning component 5) Future Medical Education. Blended learning was acceptable and of interest to undergraduate students learning this subject. They expressed a desire for more blended learning in their courses, but only if it was highly structured, of high quality and supported by tutorials. Students identified that the 'blend' was beneficial rather than purely online learning.
Osman, Ruksana; Petersen, Nadine
Public engagement is one of the three legs which support and underpin a restructured and transformed post-apartheid higher education system in South Africa (along with teaching and research). This third sector role of higher education is widely implemented in South Africa and is described differently by different institutions and entails a diverse…
Nwachukwu, Bethel C.
There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.
Little, David L., II
Ongoing changes in values, pedagogy, and curriculum concerning sustainability education necessitate that strong curricular elements are identified in sustainability education. However, quantitative research in sustainability education is largely undeveloped or relies on outdated instruments. In part, this is because no widespread quantitative instrument for measuring related educational outcomes has been developed for the field, though their development is pivotal for future efforts in sustainability education related to STEM majors. This research study details the creation, evaluation, and validation of an instrument -- the STEM Sustainability Engagement Instrument (STEMSEI) -- designed to measure sustainability engagement in post-secondary STEM majors. The study was conducted in three phases, using qualitative methods in phase 1, a concurrent mixed methods design in phase 2, and a sequential mixed methods design in phase 3. The STEMSEI was able to successfully predict statistically significant differences in the sample (n= 1017) that were predicted by prior research in environmental education. The STEMSEI also revealed statistically significant differences between STEM majors' sustainability engagement with a large effect size (.203 ≤ eta2 ≤ .211). As hypothesized, statistically significant differences were found on the environmental scales across gender and present religion. With respect to gender, self-perceived measures of emotional engagement with environmental sustainability was higher with females while males had higher measures in cognitive engagement with respect to knowing information related to environmental sustainability. With respect to present religion, self-perceived measures of general engagement and emotional engagement in environmental sustainability were higher for non-Christians as compared to Christians. On the economic scales, statistically significant differences were found across gender. Specifically, measures of males' self
Sustainable food and dining is a popular topic on college and university campuses. Popular areas of focus include equipment upgrades in the kitchen, installation of campus or community gardens, and streamlining existing campus recycling operations, such as by converting campus vehicles to run on used vegetable oil from the dining hall. Research…
Rimm-Kaufman, Sara E.; Baroody, Alison E.; Larsen, Ross A. A.; Curby, Timothy W.; Abry, Tashia
This study examines concurrent teacher-student interaction quality and 5th graders' (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher-student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed…
Williams, David; Whiting, Anita
Because student engagement is believed to be a predictor of academic achievement, there is significant interest in discovering methods that will improve and increase student engagement at all levels of education. This study investigated the relationship between digital and social media usage and student engagement. In particular, this study sought…
Franco, M. Suzanne; Patel, Nimisha H.
High school students' perceptions and experiences regarding student engagement were investigated using 32 focus group sessions across 4 different types of STEM education settings in 2 metropolitan areas in the Midwest. Students' understandings and experiences related to student engagement were reflected via 5 categories: students' thinking of…
Badge, Joanne L.; Saunders, Neil F. W.; Cann, Alan J.
Evidence shows that engaged students perform better academically than disinterested students. Measurement of engagement with education is difficult and imprecise, especially in large student cohorts. Traditional measurements such as summary statistics derived from assessment are crude secondary measures of engagement at best and do not provide…
Faroa, Brendon Duran
Student engagement has been defined as the extent to which students are engaged in activities that higher education research has shown to be linked with high-quality learning outcomes. The ubiquitous influence of the term "student engagement" has been felt throughout the higher education landscape. This is especially true for South…
Moreira, Paulo A. S.; Machado Vaz, Filipa; Dias, Paulo C.; Petracchi, Paulo
Student engagement is an emergent research domain in educational psychology, as research increasingly supports the connection between academic achievement, school-related behaviours, and student engagement. In spite of the important role of student engagement in academic achievement across cultures, little is known about the cross-cultural…
Dietrich, Trevor; Balli, Sandra J.
Thirty four fifth-grade students were interviewed about classroom learning and technology. Interview data were considered through Schlechty's (2002) levels of engagement framework to explore students' authentic or ritualistic engagement during technology supported lessons. Student engagement is defined as interest in and commitment to learning.…
Park, Sanghoon; Yun, Heoncheol
Providing effective motivational support is a critical determinant of a successful online distance learning experience for students in higher education. In this study, we examined how students' academic level and use of 8 motivational regulation strategies influence 3 types of student engagement: behavioral engagement, emotional engagement, and…
Goodyear, Victoria A
It has been argued, extensively and internationally, that sustained school-based continuous professional development (CPD) has the potential to overcome some of the shortcomings of traditional one-off CPD programs. Yet, the evidence base on more effective or less effective forms of CPD is contradictory. The mechanisms by which sustained support should be offered are unclear, and the impacts on teachers' and students' learning are complex and difficult to track. The purpose of this study was to examine the impact of a sustained school-based, tailored, and supported CPD program on teachers' practices and students' learning. Data are reported from 6 case studies of individual teachers engaged in a yearlong CPD program focused on cooperative learning. The CPD program involved participatory action research and frequent interaction/support from a boundary spanner (researcher/facilitator). Data were gathered from 29 video-recorded lessons, 108 interviews, and 35 field journal entries. (a) Individualized (external) support, (b) departmental (internal) support, and (c) sustained support impacted teachers' practices of cooperative learning. The teachers adapted their practices of cooperative learning in response to their students' learning needs. Teachers began to develop a level of pedagogical fluency, and in doing so, teachers advanced students' learning. Because this study demonstrates impact, it contributes to international literature on effective CPD. The key contribution is the detailed evidence about how and why CPD supported 6 individual teachers to learn-differently-and the complexity of the learning support required to engage in ongoing curriculum development to positively impact student learning.
Tang, Kuok Ho Daniel
Purpose: The purpose of this study is to investigate the impacts of a sustainable development course on the beliefs, attitudes and intentions of a cohort of engineering students in a university in Miri, Malaysia, towards sustainability. Design/methodology/approach: Questionnaire survey was conducted among the cohort of students encompassing the…
Irina Santiago-Brown; Andrew Metcalfe; Cate Jerram; Cassandra Collins
This article documents and compares the most prominent sustainability assessment programs for individual organisations in viticulture worldwide. Certification and engagement processes for membership uptake; benefits; motives; inhibiting factors; and desirable reporting system features of viticultural sustainability programs, are all considered. Case-study results are derived from nine sustainability programs; 14 focus groups with 83 CEOs, Chief Viticulturists or Winemakers from wine grape pro...
Shiel, Chris; Leal Filho, Walter; do Paço, Arminda; Brandli, Luciana
Universities have the potential to play a leading role in enabling communities to develop more sustainable ways of living and working however, sustainable communities may only emerge with facilitation, community learning and continual efforts to build their capacities. Elements of programme planning and evaluation on the one hand, and capacity building on the other, are needed. The latter entails approaches and processes that may contribute to community empowerment; universities may either lead such approaches, or be key partners in an endeavour to empower communities to address the challenges posed by the need for sustainable development. Although capacity building and the promotion of sustainable development locally, are on the agenda for universities who take seriously regional engagement, very little is published that illustrates or describes the various forms of activities that take place. Further, there is a paucity of studies that have evaluated the work performed by universities in building capacity for sustainable development at the local level. This paper is an attempt to address this need, and entails an empirical study based on a sample of universities in the United Kingdom, Germany, Portugal and Brazil. The paper examines the extent to which capacity building for sustainable development is being undertaken, suggests the forms that this might take and evaluates some of the benefits for local communities. The paper concludes by reinforcing that universities have a critical role to play in community development; that role has to prioritise the sustainability agenda. Copyright © 2015 Elsevier Ltd. All rights reserved.
Hollow, Robert; Harvey-Smith, Lisa; Brooks, Kate; Boddington, Leonie
The Murchison region of Western Australia is the site of the Murchison Radio-astronomy Observatory (MRO) that includes the Australian SKA Pathfinder (ASKAP) and the Murchison Widefield Array (MWA) and soon the SKA. This is also traditional land of the Wajarri Yamatji people. As part of its development in the region CSIRO has extensive engagement with the Wajarri Yamatji people. This includes educational, cultural, training and commercial opportunities. We outline the Indigenous Land Use Agreement (ILUA) between the Wajarri Yamatji and CSIRO, focusing on the educational and training aspects. Starting with "Wildflowers in the Sky" program in 2006 we have made extensive tours to all schools in the region providing teacher training and student engagement. More recently we have implemented a program where CSIRO Astronomy and Space Science staff visit the Pia Wadjarri Remote Community School, the closest school to the MRO, to mentor students. Students and staff from the school visit the MRO annually to explore the ASKAP telescope and see what is involved in its operation. An educational resource about ASKAP and astronomy that also incorporates traditional sky stories and local ecology is being trialled and developed. A cadetship and trainee program supporting Indigenous students has been implemented with the goal of providing employment opportunities and work skills in a diverse range of areas.
While oceans cover the majority of our planet, these vast expanses remain relatively unexplored. Among the most interesting parts of the ocean are the shallow reef systems, which contain a huge amount of the planet’s biodiversity. The Sustained Engagement Autonomous Tracking of Underwater RepTiLEs or SEATURTLE is a low cost Autonomous Underwater Vehicle designed to carry out missions in these shallow environments. Its small displacement and precise movement make it ideal for navigating tight ...
Full Text Available While many universities have been deploying both electronic learning (eLearning and social media applications for academic purposes, there is currently little research on the impact on their use on students’ overall learning experiences and associated learning possibilities. This paper elaborates on several online academic activities, such as Facebook, Twitter and quizzes for one classroom taught school of business undergraduate (UG module. The similarities and differences discovered across all aspects of this paper’s research findings are examined against Chickering & Gamson’s  seven principles of good practice teaching and Astin’s  five tenets of engagement. Online activities were tracked over a period of one academic semester (fifteen weeks and results insinuate that innovative and sustainable social media can indeed be utilised in higher education to enhance student learning and engagement.
McIntosh, Bonnie; Daly, Amelia; Mâsse, Louise C; Collet, Jean-Paul; Higgins, Joan Wharf; Naylor, Patti-Jean; Amed, Shazhan
Childhood obesity rates are steadily rising. Sustainable Childhood Obesity Prevention Through Community Engagement (SCOPE) is a community-based participatory action research (PAR) program aimed at preventing childhood obesity. This study aimed to describe community perspectives on, and elicit feedback about, SCOPE's first phase of implementation in two pilot cities in British Columbia, Canada. A case study was implemented using interviews and questionnaires to obtain feedback about SCOPE from two groups: SCOPE coordinators and stakeholders (i.e., individuals and organizations that were a member of the community and engaged with SCOPE coordinators). Participants were recruited via email and (or) by telephone. Coordinators completed a telephone interview. Stakeholders completed a questionnaire and (or) a telephone interview. Thematic analysis was conducted. Participants included 2 coordinators and 15 stakeholders. Participants similarly interpreted SCOPE as a program focused on raising awareness about childhood obesity prevention, while engaging multiple community sectors. Overall, participants valued the program's role in facilitating networking and partnership development, providing evidence-based resources, technical expertise, and contributing funding. Participants felt that SCOPE is sustainable. However, participants felt that barriers to achieving healthy weights among children included those related to the built environment, and social, behavioral, and economic obstacles. Perspectives on factors that facilitated and acted as barriers to SCOPE's first phase of implementation were obtained from the SCOPE communities and may be used to enhance the sustainability of SCOPE and its applicability to other BC communities.
Gray, Julie A.; DiLoreto, Melanie
Studies have shown that course organization and structure, student engagement, learner interaction, and instructor presence have accounted for considerable variance in student satisfaction and perceived learning in online learning environments through a range of pathways, although no research to date has tested the mediational relationship…
Leingang, Daniel James
The purpose of this study was to examine the relationship among external time obligations of work and care giving by part-time students, their participation within structured group learning experiences, and student engagement. The Structured Group Learning Experiences (SGLEs) explored within this study include community college programming…
This systematic review examined multiple indicators of adolescent students' engagement in school, and the indicators' associations with teacher-student relationships (TSRs). Seven psychology, education, and social sciences databases were systematically searched. From this search, 46 published studies (13 longitudinal) were included for detailed…
Sabin, Jenny T.
This research study explored the current state of teacher morale in fourth and fifth grade classrooms in three low socio-economic schools in North Carolina. Additional research questions address correlational relationships among the variables of teacher morale, student engagement, and student achievement growth as measured by the NC Teacher…
Troisi, Jordan D.
The use of student management teams (SMTs) is a relatively new teaching technique designed to increase the quality of college courses and student performance and engagement within those courses. However, to date, little systematic, empirical research has validated the effectiveness of using SMTs. To test the effectiveness of this technique, the…
Addressing the importance of international student engagement on campus and creating friendships with host-country nationals during their time abroad, this small-scale study explores the question of, "Are there trends in how or through what means international students are making connections with co-national, multi-national, or host-national…
Buckless, Frank; Krawczyk, Kathy
This paper examines whether the use of student engagement (SE) information as part of the admissions process can help us to predict student academic success in Master of Accounting (MAC) programs. The association of SE, undergraduate grade point average (UGPA), and Graduate Management Admissions Test (GMAT) score to academic performance was tested…
Palsole, S.; Serpa, L. F.
Scientific literacy has been defined as the foremost challenge of this decade (AAAS, 2012). The Geological Society of American in its position statement postis that due to the systemic nature of the discipline of earth science, it is the most effective way to engage students in STEM disciplines. Given that the most common place for exposure to earth sciences is at the freshman level for non majors, we decided to transform a freshman introductory geology course to an active, student centered course, using an inquiry based approach. Our focus was to ensure the students saw the earth sciences as broadly applicative field, and not an esoteric science. To achieve this goal, we developed a series of problems that required the students to apply the concepts acquired through their self guided learning into the different topics of the course. This self guided learning took the form of didactic content uploaded into the learning management system (the various elements used to deliver the content were designed video clips, short text based lectures, short formative assessments, discussion boards and other web based discovery exercises) with the class time devoted to problem solving. A comparison of student performance in the active learning classroom vs. a traditional classroom as measured on a geoscience concept inventory (the questions were chosen by a third party who was not teaching either courses) showed that the the students in the active learning classroom scored 10% higher on the average in comparison to the traditional class. In addition to this heightened performance, the students in the active classroom also showed a higher degree of content retention 8 weeks after the semester had ended. This session will share the design process, some exercises and efficacy data collected.
Ayub, Ahmad Fauzi Mohd; Yunus, Aida Suraya Md.; Mahmud, Rosnaini; Salim, Nur Raidah; Sulaiman, Tajularipin
The purpose of this study was to explore secondary school students' mathematics engagement focusing on the cognitive, affective and behavioural engagement domains. A total of 387 students (186 male and 201 female) from the urban and rural secondary schools in Pahang, Malaysia, were randomly selected. There were 158 students from the urban schools and 229 students from the rural schools. Descriptive analyses for mathematics engagement domains revealed behavioural engagement had the highest mean (M = 3.74, SD = .63), followed by cognitive engagement (M = 3.56, SD = .43) and affective engagement (M = 3.48, SD = .47). The mean for students' overall mathematics engagement was 3.56 (SD = .46). Further analyses showed there were significant differences in each of the engagement domains in mathematics learning (affective, cognitive and behavioural), where students in the urban schools showed significantly better in the mean scores for affective, cognitive, behavioural domains and the overall mathematics engagement as compared to the students in the rural schools. Similar findings also showed there were significant differences in the overall mathematics engagement mean between the genders. The findings indicated girls were significantly better than boys in all (affective, cognitive and behavioural) of the engagement domains in mathematics learning. It was also shown girls had higher overall mathematics engagement mean as compared to boys. However, the study also indicated the overall students' mathematics engagement was at a moderate level. Besides, the rural school students did not show high mathematics engagement as compared to the urban school students. Further analyses showed girls significantly had better mathematics engagement as compared to boys. Hence, it is recommended that in order to optimize students' mathematics engagement, they should be actively engaged in more participative learning activities in mathematics classrooms. Focus should be given to rural schools
Wood, E. L.
Computer simulations for minds-on learning with "Project Spectra!" How do we gain information about the Sun? How do we know Mars has CO2 or that Enceladus has H2O geysers? How do we use light in astronomy? These concepts are something students and educators struggle with because they are abstract. Using simulations and computer interactives (games) where students experience and manipulate the information makes concepts accessible. Visualizing lessons with multi-media solidifies understanding and retention of knowledge and is completely unlike its paper-and-pencil counterpart. Visualizations also enable teachers to forgo purchasing expensive laboratory equipment. "Project Spectra!" is a science and engineering program that uses computer-based Flash interactives to expose students to astronomical spectroscopy and actual data in a way that is not possible with traditional in-class activities. To engage students in "Project Spectra!", students are given a mission, which connects them with the research at hand. Missions range from exploring remote planetary atmospheres and surfaces, experimenting with the Sun using different filters, or analyzing the soil of a remote planet. Additionally, students have an opportunity to learn about NASA missions, view movies, and see images connected with their mission, which is something that is not practical to do during a typical paper-and-pencil activity. Since students can choose what to watch and explore, the interactives accommodate a broad range of learning styles. Students can go back and forth through the interactives if they've missed a concept or wish to view something again. In the end, students are asked critical thinking questions and conduct web-based research. These interactives complement in-class Project SPECTRA! activities exploring applications of the electromagnetic spectrum.
Casey, M M; McVitie, S
At the beginning of academic year 2007-08, staff in the Department of Physics and Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academic performance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect on students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.
Casey, M M; McVitie, S [Department of Physics and Astronomy, University of Glasgow, Glasgow G12 8QQ (United Kingdom)], E-mail: email@example.com
At the beginning of academic year 2007-08, staff in the Department of Physics and Astronomy at the University of Glasgow started to implement a number of substantial changes to the administration of the level 1 physics undergraduate class. The main aims were to improve the academic performance and progression statistics. With this in mind, a comprehensive system of learning support was introduced, the main remit being the provision of an improved personal contact and academic monitoring and support strategy for all students at level 1. The effects of low engagement with compulsory continuous assessment components had already been observed to have a significant effect on students sitting in the middle of the grade curve. Analysis of data from the 2007-08 class showed that even some nominally high-achieving students achieved lowered grades due to the effects of low engagement. Nonetheless, academic and other support measures put in place during 2007-08 played a part in raising the passrate for the level 1 physics class by approximately 8% as well as raising the progression rate by approximately 10%.
Curren, R. R.; Metzger, E. P.
With their expert understanding of planetary systems, Earth educators play a pivotal role in helping students understand the scientific dimensions of solution-resistant ("wicked") challenges to sustainability that arise from complex interactions between intertwined and co-evolving natural and human systems. However, teaching the science of sustainability in isolation from consideration of human values and social dynamics leaves students with a fragmented understanding and obscures the underlying drivers of unsustainability. Geoscience instructors who wish to address sustainability in their courses may feel ill-equipped to engage students in investigation of the fundamental nature of sustainability and its social and ethical facets. This presentation will blend disciplinary perspectives from Earth system science, philosophy, psychology, and anthropology to: 1) outline a way to conceptualize sustainability that synthesizes scientific, social, and ethical perspectives and 2) provide an overview of resources and teaching strategies designed to help students connect science content to the socio-political dimensions of sustainability through activities and assignments that promote active learning, systems thinking, reflection, and collaborative problem-solving.
Maguire, Rebecca; Egan, Arlene; Hyland, Philip; Maguire, Phil
Student engagement is a key predictor of academic performance, persistence and retention in higher education. While many studies have identified how aspects of the college environment influence engagement, fewer have specifically focused on emotional intelligence (EI). In this study, we sought to explore whether EI could predict cognitive and/or…
Rooney-Varga, J. N.; Brisk, A. A.; Ledley, T. S.; Shuldman, M.
Climate change education offers many challenges, including the complexity of the natural and human systems involved, a need for a multi-disciplinary perspective, and the psychological barriers to learning that result from a problem that frequently elicits a sense of being overwhelmed and powerless. The implications of climate change impacts and/or solutions can be especially overwhelming for today's students, who are likely to be confronted with many projected changes within their lifetimes. We are developing approaches to incorporate video production by students at both the high school and university levels in order to overcome many of the challenges unique to climate change education. Through media production, students are asked to convey complex topics using clear, simple language and metaphor, so their content knowledge must be deep enough to educate others. Video production is a team effort (director, camera person, editor, etc.) and inherently creates an opportunity for learning in a social context, which has been shown to lead to better learning outcomes in climate change education. Video production also promotes the basic tenets of engagement theory, in which a small group of students is in constant contact with the content and, ideally, creates a product that can be disseminated broadly. Lastly, putting students behind the camera can give them a voice and a sense of empowerment, fostering active participation in the learning process. While video is a medium that is readily disseminated to a broad audience, our focus is on the process (i.e., learning outcomes of students directly involved in media production), not the product. However, we have found that providing students with a means to add their voices to the broader public's discussion of climate change has a positive impact on student engagement with climate change science and on public awareness this problem beyond the classroom. While student-produced media pieces are not intended to provide in
Yuan, Jiangmei; Kim, ChanMin
Although peer assessment is widely implemented in higher education, not all students are highly engaged in it. To enhance student engagement in peer assessment, we designed and developed a web-based tool, autonomy-supportive peer assessment (ASPA), to support students' need for autonomy when they conducted peer assessment. Students' sense of…
Cundy, A B; Bardos, R P; Church, A; Puschenreiter, M; Friesl-Hanl, W; Müller, I; Neu, S; Mench, M; Witters, N; Vangronsveld, J
Gentle Remediation Options (GRO) are risk management strategies or techniques for contaminated sites that result in no gross reduction in soil functionality (or a net gain) as well as risk management. Intelligently applied GROs can provide: (a) rapid risk management via pathway control, through containment and stabilisation, coupled with a longer term removal or immobilisation/isolation of the contaminant source term; and (b) a range of additional economic (e.g. biomass generation), social (e.g. leisure and recreation) and environmental (e.g. CO2 sequestration) benefits. In order for these benefits to be optimised or indeed realised, effective stakeholder engagement is required. This paper reviews current sector practice in stakeholder engagement and its importance when implementing GRO and other remediation options. From this, knowledge gaps are identified, and strategies to promote more effective stakeholder engagement during GRO application are outlined. Further work is required on integrating stakeholder engagement strategies into decision support systems and tools for GRO (to raise the profile of the benefits of effective stakeholder engagement and participation, particularly with sector professionals), and developing criteria for the identification of different stakeholder profiles/categories. Demonstrator sites can make a significant contribution to stakeholder engagement via providing evidence on the effectiveness of GRO under varying site contexts and conditions. Effective and sustained engagement strategies however will be required to ensure that site risk is effectively managed over the longer-term, and that full potential benefits of GRO (e.g. CO2 sequestration, economic returns from biomass generation and "leverage" of marginal land, amenity and educational value, ecosystem services) are realised and communicated to stakeholders. Copyright © 2013 Elsevier Ltd. All rights reserved.
Curran, Nell; Ned, Judith; Winkleby, Marilyn
Individual risk assessment and behavior change dominate the content of high school health education instruction whereas broader social, political, and economic factors that influence health-known as upstream causes-are less commonly considered. With input from instructors and students, we developed a 10-lesson experiential Public Health Advocacy Curriculum that uses classroom-based activities to teach high school students about the upstream causes of health and engages them in community-based health advocacy. The Curriculum, most suitable for health- or advocacy-related elective classes or after-school programs, may be taught in its entirety or as single lessons integrated into existing coursework. Although students at many schools are using the Curriculum, it has been formally evaluated with 110 predominantly Latino students at one urban and one semirural public high school in Northern California (six classes). In pre-post surveys, students showed highly significant and positive changes in the nine questions that covered the three main Curriculum domains (Upstream Causes, Community Exploration, and Public Health Advocacy), p values .02 to Curriculum is being widely disseminated without charge to local, national, and international audiences, with the objective of grooming a generation of youth who are committed to the public health perspective to health.
Slavensky, Henning; Hansen, Hans Jørgen; Knudsen, Mikael Bergholz
’ decisions to drop out is their full-time job; having a full-time job while studying full time is very time-consuming. Another reason for the student dropout is a feeling of disconnection with their fellow students and the campus environment. Consequently, various strategies to motivate and retain...... to the students what is expected of them. In addition, we have seen a decrease in students with fulltime jobs who, thus, are able to join the teaching synchronously, engaging them much more directly. This, combined with a new strategy of forming mixed teams of online and on-campus students, has boosted...
Hunter, Jeffrey C.
The purpose of this study was to examine the student lived experience when using computers in a rural science classroom. The overarching question the project sought to examine was: How do rural students relate to computers as a learning tool in comparison to a traditional science classroom? Participant data were collected using a pre-study survey, Experience Sampling during class and post-study interviews. Students want to use computers in their classrooms. Students shared that they overwhelmingly (75%) preferred a computer rich classroom to a traditional classroom (25%). Students reported a higher level of engagement in classes that use technology/computers (83%) versus those that do not use computers (17%). A computer rich classroom increased student control and motivation as reflected by a participant who shared; "by using computers I was more motivated to get the work done" (Maggie, April 25, 2014, survey). The researcher explored a rural school environment. Rural populations represent a large number of students and appear to be underrepresented in current research. The participants, tenth grade Biology students, were sampled in a traditional teacher led class without computers for one week followed by a week using computers daily. Data supported that there is a new gap that separates students, a device divide. This divide separates those who have access to devices that are robust enough to do high level class work from those who do not. Although cellular phones have reduced the number of students who cannot access the Internet, they may have created a false feeling that access to a computer is no longer necessary at home. As this study shows, although most students have Internet access, fewer have access to a device that enables them to complete rigorous class work at home. Participants received little or no training at school in proper, safe use of a computer and the Internet. It is clear that the majorities of students are self-taught or receive guidance
Evans, Kate E.; Hartman, Cindy L.; Anderson, Denise M.
As universities and colleges continue to seek out ways to improve student engagement on their campuses, attention has been given to the role that on-campus leisure opportunities can play in developing this engagement. Yet, little research has analyzed the influence of leisure education on student engagement in the higher education setting. The…
Taylor, S. A.; Goodwin, S. A.; Melton, H.; Hunter, G.
Student engagement is a significant challenge facing administrators and faculty at institutions of higher learning (Carle, Jafee, Vaughn, & Eder, 2009). While the research emphasis to this point has been on students' perceptions of overall engagement (macro-engagement) across all of their experiences within a university, the authors assert that it…
Lane, Erin S.; Harris, Sara E.
The authors developed a classroom observation protocol for quantitatively measuring student engagement in large university classes. The Behavioral Engagement Related to instruction (BERI) protocol can be used to provide timely feedback to instructors as to how they can improve student engagement in their classrooms.
O'Toole, Nadia; Due, Clemence
While past literature has explored school engagement in older students, there is less research for younger children specifically, and very little which engages children themselves in the research process. This paper provides insight into school engagement for academically at-risk students in the second year of school through a participatory…
Conner, Jerusha O.
Student engagement is widely viewed as an important antecedent to learning and achievement; however, research finds that engagement declines sharply as students advance through school. This article uses a mixed-methods approach to examine the engagement of high school seniors working on the IB Diploma Program's extended essay. Average engagement…
Nielsen, Jørgen Lerche
Internationally, new pedagogical approaches emphasizing collaboration or learning in networks have been developed following the introduction of new technologies, especially the spread of social media. It is interesting to see such pedagogical developments in relation to similar approaches......, developed from the traditions of organizing university studies through student-driven project work and problem-driven learning approaches, which have been developed at the Danish universities of Roskilde and Aalborg as early as from the beginning of the 1970s. Specific educational designs integrating...... digital media are discussed, especially focusing on student engagement and the implications of organizing the pedagogical practice as networked project work. The discussions are based on the author’s experiences during 16 years of teaching and supervising at the Danish Master’s Program of ICT and Learning...
Full Text Available Current concepts that aim to align economic development with sustainability, such as the circular and green economy, often consider natural systems as externalities. We extend the green economy concept by including the landscape as the provider of social, economic and environmental values. Our aim is to explore how companies could engage in creating landscape-inclusive solutions for sustainable landscapes. We propose a conceptual model of the relationship between companies and landscape services based on a demand for landscape benefits by companies, implications for wider society. We present a short overview of how scientists addressed the role of companies in landscape-inclusive solutions. We also give some examples taken from the World Wide Web to illustrate the variety of ways in which companies already invest in landscape services. Our findings suggest that the relationship between companies and landscapes is not yet strongly recognized in sustainability science. However, examples from practice show that some companies do recognize the added values of landscape services, to the extent that they invest in landscape management. We conclude that future research should provide information on the added value of landscape-inclusive solutions to companies, and increase their capacity to engage in regional social–ecological networks.
Joanne L. Badge
Full Text Available Evidence shows that engaged students perform better academically than disinterested students. Measurement of engagement with education is difficult and imprecise, especially in large student cohorts. Traditional measurements such as summary statistics derived from assessment are crude secondary measures of engagement at best and do not provide much support for educators to work with students and curate engagement during teaching periods. We have used academic-related student contributions to a public social network as a proxy for engagement. Statistical summaries and novel data visualisation tools provide subtle and powerful insights into online student peer networks. Analysis of data collected shows that network visualisation can be an important curation tool for educators interested in cultivating student engagement.
Blanchard, Sarah; Judy, Justina; Muller, Chandra; Crawford, Richard H; Petrosino, Anthony J; White, Christina K; Lin, Fu-An; Wood, Kristin L
Beyond Blackboards is an inquiry-centered, after-school program designed to enhance middle school students' engagement with engineering through design-based experiences focused on the 21 st Century Engineering Challenges. Set within a predominantly low-income, majority-minority community, our study aims to investigate the impact of Beyond Blackboards on students' interest in and understanding of engineering, as well as their ability to align their educational and career plans. We compare participants' and nonparticipants' questionnaire responses before the implementation and at the end of the program's first academic year. Statistically significant findings indicate a school-wide increase in students' interest in engineering careers, supporting a shift in school culture. However, only program participants showed increased enjoyment of design-based strategies, understanding of what engineers do, and awareness of the steps for preparing for an engineering career. These quantitative findings are supported by qualitative evidence from participant focus groups highlighting the importance of mentors in shaping students' awareness of opportunities within engineering.
Liou-Mark, J.; Blake, R.; Norouzi, H.; Vladutescu, D. V.; Yuen-Lau, L.
Igniting interest and creativity in students for the geosciences oftentimes require innovation, bold `outside-the-box' thinking, and perseverance, particularly for minority students for whom the preparation for the discipline and its lucrative pathways to the geoscience workforce are regrettably unfamiliar and woefully inadequate. The enrollment, retention, participation, and graduation rates of minority students in STEM generally and in the geosciences particularly remain dismally low. However, a coupled, strategic geoscience model initiative at the New York City College of Technology (City Tech) of the City University of New York has been making steady in-roads of progress, and it offers practical solutions to improve minority student engagement in the geosciences. Aided by funding from the National Science Foundation (NSF), two geoscience-centric programs were created from NSF REU and NSF IUSE grants, and these programs have been successfully implemented and administered at City Tech. This presentation shares the hybrid geoscience research initiatives, the multi-tiered mentoring structures, the transformative geoscience workforce preparation, and a plethora of other vital bastions of support that made the overall program successful. Minority undergraduate scholars of the program have either moved on to graduate school, to the geoscience workforce, or they persist with greater levels of success in their STEM disciplines.
Courtney, A. R.
Students today process information very differently than those of previous generations. They are used to getting their news from 140-character tweets, being entertained by You-Tube videos, and Googling everything. Thus, traditional passive methods of content delivery do not work well for many of these millennials. All students, regardless of career goals, need to become scientifically literate to be able to function in a world where scientific issues are of increasing importance. Those who have had experience applying scientific reasoning to real-world problems in the classroom will be better equipped to make informed decisions in the future. The problem to be solved is how to present scientific content in a manner that fosters student learning in today's world. This presentation will describe how the appeal of technology and social communication via creation of documentary-style videos has been used to engage students to learn scientific concepts in a university non-science major course focused on energy and the environment. These video projects place control of the learning experience into the hands of the learner and provide an opportunity to develop critical thinking skills. Students discover how to locate scientifically reliable information by limiting searches to respected sources and synthesize the information through collaborative content creation to generate a "story". Video projects have a number of advantages over research paper writing. They allow students to develop collaboration skills and be creative in how they deliver the scientific content. Research projects are more effective when the audience is larger than just a teacher. Although our videos are used as peer-teaching tools in the classroom, they also are shown to a larger audience in a public forum to increase the challenge. Video will be the professional communication tool of the future. This presentation will cover the components of the video production process and instructional lessons
The Discovery Dome is a portable full-dome theater that plays professionally-created science films. Developed by the Houston Museum of Natural Science and Rice University, this inflatable planetarium offers a state-of-the-art visual learning experience that can address many different fields of science for any grade level. It surrounds students with roaring dinosaurs, fascinating planets, and explosive storms - all immersive, engaging, and realistic. Dickinson State University has chosen to utilize its Discovery Dome to address Earth Science education at two levels. University courses across the science disciplines can use the Discovery Dome as part of their curriculum. The digital shows immerse the students in various topics ranging from astronomy to geology to weather and climate. The dome has proven to be a valuable tool for introducing new material to students as well as for reinforcing concepts previously covered in lectures or laboratory settings. The Discovery Dome also serves as an amazing science public-outreach tool. University students are trained to run the dome, and they travel with it to schools and libraries around the region. During the 2013-14 school year, our Discovery Dome visited over 30 locations. Many of the schools visited are in rural settings which offer students few opportunities to experience state-of-the-art science technology. The school kids are extremely excited when the Discovery Dome visits their community, and they will talk about the experience for many weeks. Traveling with the dome is also very valuable for the university students who get involved in the program. They become very familiar with the science content, and they gain experience working with teachers as well as the general public. They get to share their love of science, and they get to help inspire a new generation of scientists.
Stephens, Denise C.; Stoker, E.; Gaillard, C.; Ranquist, E.; Lara, P.; Wright, K.
Brigham Young University has a relatively large undergraduate physics program with 300 to 360 physics majors. Each of these students is required to be engaged in a research group and to produce a senior thesis before graduating. For the astronomy professors, this means that each of us is mentoring at least 4-6 undergraduate students at any given time. For the past few years I have been searching for meaningful research projects that make use of our telescope resources and are exciting for both myself and my students. We first started following up Kepler Objects of Interest with our 0.9 meter telescope, but quickly realized that most of the transits we could observe were better analyzed with Kepler data and were false positive objects. So now we have joined a team that is searching for transiting planets, and my students are using our 16" telescope to do ground based follow-up on the hundreds of possible transiting planet candidates produced by this survey. In this presentation I will describe our current telescopes, the observational setup, and how we use our telescopes to search for transiting planets. I'll describe some of the software the students have written. I'll also explain how to use the NASA Exoplanet Archive to gather data on known transiting planets and Kepler Objects of Interests. These databases are useful for determining the observational limits of your small telescopes and teaching your students how to reduce and report data on transiting planets. Once that is in place, you are potentially ready to join existing transiting planet missions by doing ground-based follow-up. I will explain how easy it can be to implement this type of research at any high school, college, or university with a small telescope and CCD camera.
Maccariella, James, Jr.
The study investigated whether community college engineering student success was tied to a learning community. Three separate data collection sources were utilized: surveys, interviews, and existing student records. Mann-Whitney tests were used to assess survey data, independent t-tests were used to examine pre-test data, and independent t-tests, analyses of covariance (ANCOVA), chi-square tests, and logistic regression were used to examine post-test data. The study found students that participated in the Engineering TLC program experienced a significant improvement in grade point values for one of the three post-test courses studied. In addition, the analysis revealed the odds of fall-to-spring retention were 5.02 times higher for students that participated in the Engineering TLC program, and the odds of graduating or transferring were 4.9 times higher for students that participated in the Engineering TLC program. However, when confounding variables were considered in the study (engineering major, age, Pell Grant participation, gender, ethnicity, and full-time/part-time status), the analyses revealed no significant relationship between participation in the Engineering TLC program and course success, fall-to-spring retention, and graduation/transfer. Thus, the confounding variables provided alternative explanations for results. The Engineering TLC program was also found to be effective in providing mentoring opportunities, engagement and motivation opportunities, improved self confidence, and a sense of community. It is believed the Engineering TLC program can serve as a model for other community college engineering programs, by striving to build a supportive environment, and provide guidance and encouragement throughout an engineering student's program of study.
Dary, Teri; Pickeral, Terry; Shumer, Rob; Williams, Anderson
This position paper on student engagement is organized in response to major questions on how student engagement aligns with dropout prevention. Through a set of questions and responses, the "Weaving Student Engagement Into the Core Practices of Schools" position paper on student engagement : (1) defines the term "student…
Olsson, Daniel; Gericke, Niklas
Previous research has shown that interest in and concern about environmental issues tends to decrease in adolescence, but less is known about adolescents' broader consciousness of sustainable development, also including economic and social issues. This study investigates students' sustainability consciousness in the transition to adolescence. This…
Patahuddin, Sitti Maesuri; Puteri, Indira; Lowrie, Tom; Logan, Tracy; Rika, Baiq
This study examined student mathematical engagement through the intended and enacted lessons taught by two teachers in two different middle schools in Indonesia. The intended lesson was developed using the ELPSA learning design to promote mathematical engagement. Based on the premise that students will react to the mathematical tasks in the forms of words and actions, the analysis focused on identifying the types of mathematical engagement promoted through the intended lesson and performed by students during the lesson. Using modified Watson's analytical tool (2007), students' engagement was captured from what the participants' did or said mathematically. We found that teachers' enacted practices had an influence on student mathematical engagement. The teacher who demonstrated content in explicit ways tended to limit the richness of the engagement; whereas the teacher who presented activities in an open-ended manner fostered engagement.
Lewis, Luanne Woods
Environmental sustainability dominates the global conversation seeking to increase awareness and change the culture of thinking concerning the relationship between humans and the Earth. Because many universities offer programs relative to environmental sustainability, a need exists to understand why students pursue these programs. This study…
Hayek, John C.; Carini, Robert M.; O'Day, Patrick T.; Kuh, George D.
This study compared the levels of student engagement between fraternity and sorority members and other undergraduate students. After controls, Greek members appeared to be equally and sometimes more engaged in academically challenging tasks, active learning, student-faculty interaction, community service, diversity, satisfaction, and on learning…
Ahmad, Paiman Ramazan
To the best of our knowledge this is the first attempt to investigate student engagement in learning within the Kurdistan region in general and at University of Raparin in particular. Student engagement, self-learning, faculty-student interaction and promoting personal responsibility, besides environment of learning are the components for this…
Sontam, Varalakshmi; Gabriel, George
Previous research shows that there are individual differences in academic achievement associated with gender and race. Research also suggests that student engagement is an important determinant of student outcomes/achievement. The present study explored student engagement at an extra-large community college. It specifically investigated possible…
Bonafini, Fernanda Cesar; Chae, Chungil; Park, Eunsung; Jablokow, Kathryn Weed
Engagement in Massive Open Online Courses (MOOCs) is based on students who self-organize their participation according to their own goals and interests. Visual materials such as videos and discussion forums are basic ways of engaging students in MOOCs. Student achievement in MOOCs is typically measured using assessments distributed throughout the…
Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark
This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning…
Skilling, Karen; Bobis, Janette; Martin, Andrew J.; Anderson, Judy; Way, Jennifer
What teachers' think about student engagement influences the teaching practices they adopt, their responses to students and the efforts they make in the classroom. Interviews were conducted with 31 mathematics teachers from ten high schools to investigate their perceptions and beliefs about student engagement in mathematics. Teachers also reported…
Almarghani, Eman M.; Mijatovic, Ivana
The passive role of students in their learning and education and the absence of student engagement in higher education institutions (HEIs) are quite common in many higher education institutions in developing countries. The main objective of the research presented in this paper is to explore the influential factors on student engagement in HEIs in…
Guo, Fangfang; Yao, Meilin; Zong, Xiaoli; Yan, Wenfan
The purpose of this study was to investigate the development characteristics of Chinese college students' engagement during a service-learning project with a case study method: 273 reflective journals from 31 college students who participated in service-learning were analyzed. Results indicated that students' overall engagement showed 4…
Crane, Bret D.
Evidence suggests that student engagement in the classroom leads to improved learning outcomes. As a result, teachers of management have promoted ways to involve students through Socratic teaching methods, case-based pedagogy, and class discussion. These approaches to learning emphasize the use of questions to stimulate student engagement.…
Fredin, Amy; Fuchsteiner, Peter; Portz, Kris
Prior research indicates that student engagement is the key to student success, as measured by college grades, degree completion, and graduate school enrollment. We propose a set of goals and objectives for accounting students, in particular, to help them become engaged not only in the educational process, but also in the accounting profession.…
Quantum mechanics is widely recognised as an important and difficult subject, and many studies have been published focusing on students’ conceptual difficulties. However, the sociocultural aspects of studying such an emblematic subject have not been researched to any large extent. This study explores students’ experiences of undergraduate quantum mechanics using qualitative analysis of semi-structured interview data. The results inform discussions about the teaching of quantum mechanics by adding a sociocultural dimension. Students pictured quantum mechanics as an intriguing subject that inspired them to study physics. The study environment they encountered when taking their first quantum mechanics course was however not always as inspiring as expected. Quantum mechanics instruction has commonly focused on the mathematical framework of quantum mechanics, and this kind of teaching was also what the interviewees had experienced. Two ways of handling the encounter with a traditional quantum mechanics course were identified in the interviews; either students accept the practice of studying quantum mechanics in a mathematical, exercise-centred way or they distance themselves from these practices and the subject. The students who responded by distancing themselves experienced a crisis and disappointment, where their experiences did not match the way they imagined themselves engaging with quantum mechanics. The implications of these findings are discussed in relation to efforts to reform the teaching of undergraduate quantum mechanics.
Full Text Available This study applied multimedia in a general engineering and technology course in Taiwan and evaluated the effectiveness of multimedia-assisted instruction and learning. The course presented trends in technological development and the achievements of Taiwanese industries and research institutes from a historical perspective, and overviewed the technology industries and industrial transformation development in Taiwan. The course units adopted multimedia to support class teaching and student learning, and a survey was conducted to collect students’ attitudes and perception toward multimedia-assisted instruction and learning in the course. Research data were collected from 45 male and 9 female students with varied academic and cultural backgrounds. Results showed that multimedia videos help raise students’ awareness of learning issues, improve their understanding of content, and increase the depth of their learning. Almost all students liked the approach of using multimedia to assist teaching and learning, preferring this approach over traditional lecture-based instruction. They also would recommend this course to their peers. This study also found that the degree of students’ engagement caused variance in the students’ perception of multimedia helpfulness in assisting their learning. Finally, this study further proposes suggestions in both design and research on applications of multimedia-enhanced learning in engineering and technology education.
Redman, Romany M; Reinsvold, Magdalena C; Reddy, Anireddy; Bennett, Paige E; Hoerauf, Janine M; Puls, Kristina M; Ovrutsky, Alida R; Ly, Alexandra R; White, Gregory; McNeil, Owetta; Meredith, Janet J
Community-based participatory research [CBPR] is an emerging approach to collaborative research aimed at creating locally effective and sustainable interventions. The 2040 Partners for Health student program was developed as a unique model of longitudinal CBPR. Analysis of this program and its components illuminates both the challenges and the opportunities inherent in community engagement. The program rests on a foundation of a community-based, non-profit organization and a supportive academic university centre. Inter-professional health students and community members of underserved populations work together on different health projects by employing an adapted CBPR methodology. Three successful examples of sustainable CBPR projects are briefly described. The three projects are presented as primary outcomes resulting from this model. Benefits and challenges of the model as an approach to community-engaged research are discussed as well as secondary benefits of student participation. The 2040 Partners for Health student program represents a successful model of CBPR, illuminating common challenges and reiterating the profound value of community-engaged research. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: firstname.lastname@example.org.
Fagioli, Loris; Rios-Aguilar, Cecilia; Deil-Amen, Regina
Background: Community college leaders are now turning to social media/social networking sites for new avenues and opportunities to increase students' interaction, engagement, and collaboration with peers, faculty, and staff. Social media may be a particularly attractive option because it can provide a potentially effective and exciting mechanism…
In extant research, the concept of student engagement refers to individual behavioural patterns and traits. Recent research indicates that engagement should not only be related to the individual but also should be anchored in the social context. This ethnographic field study of students...... and teachers in a Danish vocational education and training school responds to the need for more knowledge on this theme by exploring the social dynamics of engagement perceptions. Results show that teachers and students held diverging perceptions of student engagement that rested on educational goals as well...
Full Text Available Previous research has emphasised social media adoption by students and the implementation of social media by educators, yet few studies have explored whether students are using it to facilitate engagement in offline environments with peers within university communities. Studies suggest engagement in educational communities and extra-curricular activities can reduce student attrition. This study surveyed 106 undergraduate students to investigate whether students using social media to interact online with their university felt: (i connected to the broader university community, and (ii social media helped them engage offline by meeting up with peers and attending university events. The results indicated that the majority (82% never or rarely used the technology to facilitate offline engagement within their academic communities. Fourth year students were most likely to use social media to engage offline (66.7%. However, more than half of students (52.8% felt that university social media profiles helped them to feel part of their academic community.
Background Educational institutions play an important role in encouraging student engagement, being necessary to know how engaged are students at university and if this factor is involved in student success point and followed. To explore the association between academic engagement and achievement. Methods Cross-sectional study. The sample consisted of 304 students of Health Sciences. They were asked to fill out an on-line questionnaire. Academic achievements were calculated using three types of measurement. Results Positive correlations were found in all cases. Grade point average was the academic rate most strongly associated with engagement dimensions and this association is different for male and female students. The independent variables could explain between 18.9 and 23.9% of the variance (p < 0.05) in the population of university students being analyzed. Conclusions Engagement has been shown to be one of the many factors, which are positively involved, in the academic achievements of college students. PMID:23446005
Mart, Cagri Tugrul
Motivation, one of the leading problems in education, is an ongoing issue for teachers. Motivation is important because it highly contributes to achievement. Teachers have to be certain that their students are being motivated in order to develop a positive outcome. This article suggests some strategies to sustain students' classroom motivation.
Nicolaou, I.; Conlon, E.
This paper presents data from a project that aims to determine the level of knowledge and understanding of engineering students about sustainable development (SD). The data derive from a survey completed by final year engineering students in three Irish Higher Education Institutions. This paper is part of a larger study that examines the…
Mulder, Karel F.; Ferrer, Didac; Segalas Coral, Jordi; Kordas, Olga; Nikiforovich, Eugene; Pereverza, Kateryna
Purpose: This paper aims at identifying factors that could contribute to the motivation of students in sustainable development (SD) education. The underlying idea of the paper is that SD education is not always as attractive among students and lecturers as many would like it to be. Design/methodology/approach: The paper briefly reviews literature…
Hopkins, Christopher D.; Raymond, Mary Anne; Carlson, Les
With an increasingly competitive job market, this study focuses on what marketing educators can do to help students develop a sustainable competitive advantage. The authors conducted a survey of students, faculty, and recruiters to develop a better understanding of what skills and characteristics might be of value to each group of respondents and…
Ulasewicz, Connie; Vouchilas, Gus
The purpose of this study was to gather information on the perceptions of sustainability in design held by family and consumer sciences (FCS) students majoring in interior design and apparel design/merchandising. Likert-scale responses were used to explore differences and similarities between students in the two majors. Overall, interior design…
Eagle, Lynne; Low, David; Case, Peter; Vandommele, Lisa
Purpose: This paper aims to report on findings from the first phase of a longitudinal study of undergraduate business students' attitudes, beliefs and perceptions concerning sustainability issues. Design/methodology/approach: To improve understanding of the potential effects of changes in the curriculum, business students enrolled during the…
Horodyskyj, L.; Ben-Naim, D.; Anbar, A. D.; Semken, S. C.
The field of astrobiology, through its breadth of scope and high level of public interest, offers a unique prospect for introductory science curricula, particularly at the undergraduate level. Traditional university-level science instruction consists of lectures and accompanying lab courses that are highly scripted to emphasize correct replication of results rather than inquiry-driven exploration. These methodologies give students the impression that science is an authoritative list of abstract concepts and experimental results requiring memorization, rather than a methodology for narrowing uncertainties in our knowledge. Additionally, this particular class structure does not take advantage of many new and emerging online multimedia technologies. To address the shortcomings of current pedagogical approaches, we adapted the Arizona State University introductory-level course "Habitable Worlds" for online delivery in the fall semester of 2011. This course is built around the Drake Equation, which allows us to introduce non-science students to the basics of scientific thought and methodology while exploring disciplines as diverse as astronomy, geology, biology, and sustainability in an integrated manner. The online version of this course is structured around a habitable-worlds-hunting quest, where each student is provided with an individualized universe and tasked with finding scientifically realistic computer-generated inhabited planets around realistic stars. In order to successfully complete this mission, students work their way through the course curriculum via interactive exercises that focus on the discovery of basic scientific concepts followed by the mathematics and models that explain them, hence inverting the lecture-lab paradigm. The "Habitable Worlds" course is built on the Adaptive eLearning Platform (AeLP), an innovative educational technology that provides a "tutor over the shoulder" learning experience for students. Our focus is on engaging students
Rhew, R. C.; Halversen, C.; Weiss, E.; Pedemonte, S.; Weirman, T.
Climate change is arguably the defining environmental issue of our generation. It is thus increasingly necessary for every member of the global community to understand the basic underlying science of Earth's climate system and how it is changing in order to make informed, evidence-based decisions about how we will respond individually and as a society. Through exploration of the inextricable interconnection between Earth's ocean, atmosphere and climate, we believe students will be better prepared to tackle the complex issues surrounding the causes and effects of climate change and evaluate possible solutions. If students are also given opportunities to gather evidence from real data and use scientific argumentation to make evidence-based explanations about climate change, not only will they gain an increased understanding of the science concepts and science practices, the students will better comprehend the nature of climate change science. Engaging in argument from evidence is a scientific practice not only emphasized in the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS), but also emphasized in the Common Core State Standards for English Language Arts & Literacy in History/Social Studies and Science (CCSS). This significant overlap between NGSS and CCSS has implications for science and language arts classrooms, and should influence how we support and build students' expertise with this practice of sciences. The featured exemplary curricula supports middle school educators as they address climate change in their classrooms. The exemplar we will use is the NOAA-funded Ocean Sciences Sequence (OSS) for Grades 6-8: The ocean-atmosphere connection and climate change, which are curriculum units that deliver rich science content correlated to the Next Generation Science Standards (NGSS) Disciplinary Core Ideas and an emphasis on the Practices of Science, as called for in NGSS and the Framework. Designed in accordance with the latest
The purpose of this study was to determine the effects of online learning aids on student performance and engagement. The thirty-five participants of the current study were students enrolled in two sections of a junior level Medical Microbiology laboratory. The experimental section was required to spend ten minutes each week on an online learning aid. The online program, StudyMate(TM), was used to present text and images in the form of flash cards, multiple choice questions, matching, and crossword puzzles. Both groups completed the Index of Learning Style survey, an initial engagement survey at the start of the course, and a final engagement survey at the end of the course. Statistical analysis showed no significant differences between the groups at the start of the course or after the course was completed for learning style, science grade point average, overall grade point average, initial engagement or final engagement. A moderate correlation was found between microbiology course and laboratory grades and a reflective learning style.
Meng, Lina; Jin, Yi
Educational institutions play an important role in encouraging students' engagement with course work. Educators are finding instruments to measure students' engagement in order to develop strategies to improve it. Little is known about the factor structure of the Utrecht Work Engagement Scale for Students among Chinese nursing students. The aim of this research was to examine the factor structure of the Utrecht Work Engagement Scale for Students via confirmatory factor analysis. The study used a cross-sectional design. A sample of 480 students from a nursing school in one Chinese university completed the Utrecht Work Engagement Scale for Students. Factor analysis was used to analyze the resulting data. The overall results of internal consistency reliability and confirmatory factor analysis provided evidence supporting the reliability and three-factor structure of the Utrecht Work Engagement Scale for Students. The total internal consistency reliability coefficients were 0.91. Model comparison tests indicated that an oblique factors model that permitted correlations between pairs of error terms fitted the data better than other first-order models. In addition, due to the three strongly intercorrelated factors, a second-order model was found to fit the data well, providing support for the factorial structure of the Utrecht Work Engagement Scale for Students. The findings of confirmatory factor analysis provided evidence supporting the reliability and three-factor structure of the Utrecht Work Engagement Scale for Students when evaluated with a Chinese nursing student sample in this study. Thus, it is appropriate to use The Utrecht Work Engagement Scale for Students in for assessing the engagement among Chinese nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.
Becker, Mackenzie; Cunningham, Charles E; Christensen, Bruce K; Furimsky, Ivana; Rimas, Heather; Wilson, Fiona; Jeffs, Lisa; Madsen, Victoria; Bieling, Peter; Chen, Yvonne; Mielko, Stephanie; Zipursky, Robert B
To understand what service features would sustain patient engagement in early intervention mental health treatment. Mental health patients, family members of individuals with mental illness and mental health professionals completed a survey consisting of 18 choice tasks that involved 14 different service attributes. Preferences were ascertained using importance and utility scores. Latent class analysis revealed segments characterized by distinct preferences. Simulations were carried out to estimate utilization of hypothetical clinical services. Overall, 333 patients and family members and 183 professionals (N = 516) participated. Respondents were distributed between a Professional segment (53%) and a Patient segment (47%) that differed in a number of their preferences including for appointment times, individual vs group sessions and mode of after-hours support. Members of both segments shared preferences for many of the service attributes including having crisis support available 24 h per day, having a choice of different treatment modalities, being offered help for substance use problems and having a focus on improving symptoms rather than functioning. Simulations predicted that 60% of the Patient segment thought patients would remain engaged with a Hospital service, while 69% of the Professional segment thought patients would be most likely to remain engaged with an E-Health service. Patients, family members and professionals shared a number of preferences about what service characteristics will optimize patient engagement in early intervention services but diverged on others. Providing effective crisis support as well as a range of treatment options should be prioritized in the future design of early intervention services. © 2017 John Wiley & Sons Australia, Ltd.
Chiu, Ming Ming; Pong, Suet-ling; Mori, Izumi; Chow, Bonnie Wing-Yin
Central to student learning and academic success, the school engagement of immigrant children also reflects their adaptation to a primary institution in their new country. Analysis of questionnaire responses of 276,165 fifteen-year-olds (50 % female) and their 10,789 school principals in 41 countries showed that school engagement has distinct, weakly-linked cognitive and emotional components. Native students had weaker attitudes toward school (cognitive engagement) but greater sense of belonging at school (emotional engagement) than immigrant students or students who spoke a foreign language at home. Students with better teacher–student relationships, teacher support or a classroom disciplinary climate often had a greater sense of belonging at school and had better attitudes toward school than other students. While immigrant students often have solid attitudes toward school, teachers can help them feel a greater sense of belonging at school. PMID:22484548
of student-faculty partnerships focused on inquiry into teaching and learning. However, some students tend to be privileged in SoTL initiatives while others are discouraged, implicitly or explicitly, from engaging in this work. In this paper, we consider why certain students tend to be excluded from SoTL, summarize the possible developmental gains made by students and faculty when diverse student voices are included, and highlight strategies for generating a more inclusive SoTL. We call for expanding student engagement in SoTL by encouraging a diversity of student voices to engage in co-inquiry with faculty. Inclusive engagement has tremendous potential to enhance student and faculty learning, to deepen SoTL initiatives, and to help redress the exclusionary practices that too often occur in higher education.
van Uden, J.M.; Ritzen, H.; Pieters, Julius Marie
Interest in student engagement has increased over the past decade, which has resulted in increased knowledge about this concept and about the aspects that facilitate engagement. However, as yet, only a few studies have focused on engagement from the perspective of the teacher. In this study, we
Smith, Anne M. J.; Campbell, Sonya
The twenty first century student demands more from universities in terms of engagement that is flexible, accessible and immediate. This means universities revisiting their engagement agenda at a time when financial constraints can least afford expensive technologies and resource dependent engagement solutions. Solutions are likely to be varied…
Ibáñez, Maria-Blanca; Di-Serio, Ángela; Delgado-Kloos, Carlos
Gamification is the use of game design elements in non-game settings to engage participants and encourage desired behaviors. It has been identified as a promising technique to improve students' engagement which could have a positive impact on learning. This study evaluated the learning effectiveness and engagement appeal of a gamified learning…
Rothballer, K.; Sturges, M. J.
Join veteran artist/activist Molly Sturges for a presentation on FIREROCK: PASS THE SPARK performances and engagement processes that foster personal and collective creativity for sustained climate engagement and collaborative leadership. FIREROCK: PASS THE ROCK opens in San Francisco in October 2016. This project is an evolving, long-term, social innovation project that has been developed with faith, Indigenous and directly impacted communities as well as schools, towns and universities. Informed by science, social justice, Indigenous knowledge, and grassroots activism FIREROCK includes performances that are accompanied by a series of activities designed to build community and engineer creative spaces for dialogue and response. The FIREROCK team has found that people are excited to engage around climate when there are venues available for expressivity and meaningful exchange. FIREROCK supports us in moving from our current stance in which we are paralyzed— often not knowing what to do or how to act—to seeing ourselves as part of the solution. FIREROCK is a family-friendly catalytic musical journey inviting people into the complexity of climate change and sparking an inspired response to the mythic challenges of our time. Through story, song and unique engagement experiences, FIREROCK builds community towards action and solutions. FIREROCK provides partners with everything they need to make the project their own, including a comprehensive toolkit to assist groups in learning how to develop community partnerships, convene FIREROCK engagement activities and facilitate dialogue and skill sharing. This dynamic storytelling project is scalable and can be employed, adapted and localized by groups and communities nationwide as a powerful catalyst for climate engagement work. Molly Sturges is a national leader in arts, ecology and social change work. She is the Founding Artistic Director of Littleglobe, a diverse arts cooperative made up of artistic and cultural workers
Jefferson W. Streepey; Eugenia Fernandez; Timothy T. Diemer
Many colleges and universities have launched iPad initiatives in an effort to enhance student learning. Despite their rapid adoption, the extent to which iPads increase student engagement and learning is not well understood. This paper reports on a multidisciplinary assessment of student perceptions of engagement and learning using iPads. Student reactions following single and multiple classroom activities using iPads were measured via a survey asking them to rate their learning and engagemen...
Jarchow, Meghann E.; Formisano, Paul; Nordyke, Shane; Sayre, Matthew
Purpose: The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course. Design/methodology/approach:…
Faroa Brendon Duran
Full Text Available Student engagement has been defined as the extent to which students are engaged in activities that higher education research has shown to be linked with high-quality learning outcomes. The ubiquitous influence of the term ‘student engagement’ has been felt throughout the higher education landscape. This is especially true for South African higher education where student success has been poor. South African universities have been tasked to improve the student learning experience as a component of improving success. Some of the innovative teaching and learning practices often highlighted by research which are thought to improve student engagement include: having students adopt teaching roles such as peer assessment, tutoring and mentoring. These practices are thought to promote student engagement, leading to greater student academic success. Tutoring can therefore be seen as one of the key strategies to facilitate student engagement in order to achieve academic success. The following paper considers the role of tutoring in student engagement while reflecting on strategies used at a South African university to address the challenges associated with student success.
Beck, Amy J.; Reilly, Sandra M.
Student engagement represents a critical component of a comprehensive school health (CSH) approach to health promotion. Nevertheless, questions remain about its implementation. This scoping review updates the field of student engagement in health promotion. Of the 1,388 located articles, 14 qualify for inclusion in this study. An analysis reveals…
Student engagement has been shown to be essential to the development of research-based best practices for K-12 education. It has been defined and measured in numerous ways. The purpose of this research study was to develop a measure of online student engagement for grades 3 through 8 using a partial credit Rasch model and validate the measure…
When multicultural educators and archivists collaborate to design projects that engage students with multicultural history through archival research, students can learn in-depth research skills with primary source documents, creatively share their knowledge, and, on a broader level, engage with their local community history. The projects shared in…
E-book reading is generally considered suboptimal because people engaging in e-book reading tend to browse through digital texts. As a result, studies concerning students' e-book preference in academic contexts have shown that students less prefer using e-books than hardcopy books when engaging in academic reading which is considered intensive…
Rodriguez, Raymond J.; Elbaum, Batya
Research suggests a positive relationship between schools' efforts to engage parents and parents' involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student-teacher ratio as predictors of schools' efforts to engage parents of students receiving special education services. The…
Pink, Matthew A.; Taouk, Youssef; Guinea, Stephen; Bunch, Katie; Flowers, Karen; Nightingale, Karen
University-community engagement often involves students engaging with people who experience multiple forms of disadvantage or marginalization. This is particularly true when universities work with communities in developing nations. Participation in these projects can be challenging for students. Assumptions about themselves, their professional…
Maddox, Richard S.
This study set out to examine the relationships between the classroom social environment, motivation, engagement and achievement of a group of early entrant Honors students at a large urban university. Prior research on the classroom environment, motivation, engagement and high ability students was examined, leading to the assumption that the…
Research on the impact of the integration of technologies such as iPads on primary students' attitudes and engagement in mathematics is limited. Further, there have been claims that teachers' pedagogical choices can strongly influence the effectiveness of iPads for engaging students in mathematics. This paper presents an investigation of the…
Gregory, Peter L.; Gregory, Karen M.; Eddy, Erik R.
This study investigates factors contributing to student engagement in an educational Facebook group. The study is based on survey results of 138 undergraduate mathematics students at a highly diverse urban public university. Survey measures included engagement in the Facebook group, access to Facebook, comfort using technology, and interest in the…
With persistent concerns about student engagement, interest and participation in mathematics, this research investigated the range of practices 31 Year 7 mathematics teachers reported using and how they perceived these practices influenced student engagement in mathematics. In-depth interviews revealed similarities in teachers' perceptions of…
Khan, Arshia; Egbue, Ona; Palkie, Brooke; Madden, Janna
Student engagement is key to successful teaching and learning, irrespective of the content and format of the content delivery mechanism. However, engaging students presents a particular challenge in online learning environments. Unlike face-to-face courses, online courses present a unique challenge as the only social presence between the faculty…
Tadesse, Tefera; Manathunga, Catherine E.; Gillies, Robyn M.
This paper is positioned to make a sound contribution to knowledge of higher education (HE) quality through its study of student engagement in a large university in Ethiopia. We establish that the assessment of student engagement is a valid facet in determining HE quality, contributing holistically alongside quality assurance and university…
Barkaoui, Khaled; Barrett, Sarah Elizabeth; Samaroo, Julia; Dahya, Negin; Alidina, Shahnaaz; James, Carl
Although student engagement plays a central role in the education process, defining it is challenging. This study examines teachers' conceptions of the social and cultural dimensions of student engagement in learning at three low-achieving schools located in a low socioeconomic status (SES) urban area. Sixteen teachers and administrators from the…
This article focuses on using sociocultural theory to support student engagement with mathematics. The sociocultural approach used, collective argumentation (CA), is based on interactive principles necessary for coordinating student engagement in the discourse of the classroom. A goal of the research was to explore the affordances and constraints…
Sawers, Kimberly M.; Wicks, David; Mvududu, Nyaradzo; Seeley, Lane; Copeland, Raedene
This study investigates how instructor teaching philosophy (traditional vs. constructivist) and type of learning space (traditional vs. active) influence instructor perceptions of student engagement. In a quasi-experimental study, we found that instructors perceived that students were more engaged in the active learning classroom (ALC) than in the…
van de Grift, Wim J.C.; Chun, Seyeoung; Maulana, Ridwan; Lee, Okhwa; Helms-Lorenz, Michelle
Six observation scales for measuring the skills of teachers and 1 scale for measuring student engagement, assessed in South Korea and The Netherlands, are sufficiently reliable and offer sufficient predictive value for student engagement. A multigroup confirmatory factor analysis shows that the
Aung, Myo Nyein; Somboonwong, Juraiporn; Jaroonvanichkul, Vorapol; Wannakrairot, Pongsak
Physical exercise results in an active well-being. It is likely that students' engagement in physical exercise keeps them motivated to perform academic endeavors. This study aimed to assess the relation of time engaged in physical exercise with medical students' motivation for academic work. Prospectively, 296 second-year medical students…
Lashewicz, Bonnie; McGrath, Jenny; Smyth, Maria
This article is an examination of strategies for engaging students in programs of human services education. We describe an in class mask-making activity, used by three human services instructors at an undergraduate university in western Canada, as a means of engaging students to grow in individual and collaborative awareness and skills. We present…
Leis, Micela; Schmidt, Karen M.; Rimm-Kaufman, Sara E.
The Student Engagement in Mathematics Scale (SEMS) is a self-report measure that was created to assess three dimensions of student engagement (social, emotional, and cognitive) in mathematics based on a single day of class. In the current study, the SEMS was administered to a sample of 360 fifth graders from a large Mid-Atlantic district. The…
Rodgers, Vikki L.
This article describes an active learning strategy for engaging undergraduate business students, a group often ignored in scientific pedagogy, in learning about renewable energy technology and associated trade-offs. I designed a small-group activity to appeal to and engage business students, but the exercise could easily be used for a variety of…
Bitz, Michael; Emejulu, Obiajulu
This article is an international reflection on literacy, creativity, and student engagement. The authors collaborated to help Nigerian youths and their teachers develop, design, and share original comic books. By leveraging student engagement for literacy learning, the authors highlighted the crucial role of creativity in the classroom. The…
Whillans, Ashley V.; Hope, Sally E.; Wylie, Lauren J.; Zhao, Bob; Souza, Michael J.
Promoting undergraduate engagement is an important and challenging obstacle at large research-focused universities. Thus, the current study evaluated whether a peer-led program of student-geared events could improve engagement among a diverse group of psychology students early on in their degrees. We randomly assigned interested second-year…
Shernoff, David J.; Ruzek, Erik A.; Sinha, Suparna
Classroom learning environments are frequently assumed to exert their influence on learning indirectly, via student engagement. The present study examined the influence of environmental challenge and support on learning in high school classrooms, and the potential for student engagement to act as a mediator in this relationship. Data were…
Komisarczuk, Peter; Clegg, John; McDavitt, Ruth; Linton, Andy
In 2006 the Wellington Summer of Code was brought to life engaging ICT undergraduates with innovative Wellington employers, it has developed into a thriving talent pipeline engaging all levels of tertiary students and industry in the Wellington region. Summer of Code engages students during term time through industry led learning and a summer seminar and workshop series that are open to all. It has worked with the NZCS to integrate the Evening with Industry where undergraduates see young IT p...
Shekhar, Prateek; Borrego, Maura
Although engineering education research has empirically validated the effectiveness of active learning in improving student learning over traditional lecture-based methods, the adoption of active learning in classrooms has been slow. One of the greatest reported barriers is student resistance towards engagement in active learning exercises. This paper argues that the level of student engagement in active learning classrooms is an interplay of social and physical classroom characteristics. Using classroom observations and instructor interviews, this study describes the influence of the interaction of student response systems and classroom layout on student engagement in two large active-learning-based engineering classrooms. The findings suggest that the use of different student response systems in combination with cluster-style seating arrangements can increase student engagement in large classrooms.
Marianne E. Krasny
Full Text Available University campus sustainability initiatives have proliferated over the last decade. We contend that such initiatives benefit from applying conceptual frameworks to help understand and guide their activities and from a focus on campus open space and natural areas management. Informed by an adaptive comanagement framework encompassing social learning, social capital, and shared action, we used semistructured interviews to examine student participation in the immediate response and longer-term policy formulation following a crisis that occurred in a campus natural area. Students exhibited social learning as demonstrated by reflection and the integration of new ideas through discussions with administrators and peers, as well as social capital through increased social trust, which led to a shift in perspective regarding norms of student-administrator interactions. Further, students participated in shared action, such as posting warning signs in dangerous areas, and importantly, through their contributions to longer-term campus natural area safety and recreational access policy. Three conditions explain student engagement in the adaptive comanagement process: the presence of a pre-existing student organization that had built bonding social capital and was committed to campus natural area stewardship, openness to multiple stakeholder viewpoints and commitment to action on the part of the university administration, and the presence of a crisis that spurred emotions and action. Based on these findings, we assert that student organizations can contribute to an adaptive comanagement process and that such a process is consistent with university and campus sustainability values related to the importance of student engagement, mental health, and learning.
Hung, Yvonne; Ayala, Armida; Morales, Francisco; Frierman-Hunt, Gina; Moreno, Alva; Nwachuku, Ijeoma
Although federal regulations require the presence of at least one nonaffiliated member on the roster of an institutional review board (IRB), little research exists about how to foster their participation and satisfaction. Guided by principles of justice and diversity, the Kaiser Permanente Southern California IRB adapted the sociological concept of "cultural capital" to develop training and support with its nonaffiliated IRB members. Using in-depth qualitative interviews with four past and current nonaffiliated IRB members, we describe how our initial and ongoing activities enhanced their ability to analyze, communicate, and complete the ethical review of research. This case study is situated in the gaps of existing research about nonaffiliated IRB members by providing insights into how to sustain their engagement while protecting the rights of research volunteers, particularly from vulnerable communities.
Moss, R. H.
Assessment of potential impacts and adaptations to global environmental change evaluate the continuously evolving state of science through the lens of relevance to challenges such as planning long-lived infrastructure and managing risks to property, ecosystems, public health, and other valued assets or objectives. These planning and decision contexts present varied challenges, including: multiple attributes at risk from interacting environmental and socioeconomic trends; uncertainties (scientific and otherwise); partial solutions with indefinite costs and benefits; and tradeoffs across stakeholder groups. Research and evaluation of assessments indicate they convey information that is more usable and relevant to decision makers if they are designed as sustained interactions of pertinent scientific and user communities and result in products beyond written reports. This talk will report on the work of a Federal Advisory Committee for the Sustained National Climate Assessment (SNCA) to develop recommendations to increase the SNCA's relevance and usability. The recommendations build on the conclusions of a 2013 report by the predecessor SNCA advisory committee and suggest next steps for (1) engagement, (2) provision of core scientific products, (3) tailoring of information and tools to provide insights under uncertainty, and (4) evaluation of products and outcomes. The recommended process focuses on providing insights relevant to consideration of risks and solutions. While resulting in a wide range of products and outcomes on an ongoing basis, aggregation and assessment of emerging insights and good practice for supporting decision making under uncertainty would recur over a four-year adaptive management cycle in the context of the preparation of the US national assessment report mandated under the Global Change Research Act. Uncertainty about the future role of Federal agencies in the assessment process and opportunities for increased engagement by non-Federal actors
Farr-Wharton, Ben; Charles, Michael B.; Keast, Robyn; Woolcott, Geoff; Chamberlain, Daniel
This research examines the impact of lecturer-student exchange (student-LMX) on engagement, course satisfaction, achievement, and intention to leave university prematurely for 363 students in one Australian university. Survey and grade point average (GPA) data were collected from domestic undergraduate first- and second-year students and analysed…
Smith, Amber R.
This study explores the impact of a predominantly White university's efforts to improve engagement of African American female students through the lens of organizational theory. This qualitative study consists of 10 semistructured interviews of undergraduate, African American women. Research on psychological presence and its impact on employee…
Full Text Available Storytelling is an ancient art that originated long before the written word. Storytelling interspersed with traditional lectures has been used as a teaching tool in an Introductory Genetics course. Students have eagerly responded to the storytelling pedagogy, suggesting that it can be leveraged to help students grasp complicated theories, engage students, and help improve student retention in STEM fields.
This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical…
Waring, Hansun Zhang; Hruska, Barbara L.
This study describes how a novice ESOL (English to Speakers of Other Languages) student teacher successfully navigates an instructional path in a one-on-one tutoring session with a second grade student. We document the student teacher's strategies to both engage and disengage her student, who alternately resists and cooperates throughout the…
Developing a global mind-set in college students is a goal of many colleges and universities. Most often this goal is met by encouraging students to study abroad. This article explains how a service learning student engagement program at home achieves this goal by pairing Introduction to Sociology students with young immigrant children in a weekly…
Larson, Susan C.
Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to
Gochis, E. E.; Gierke, J. S.
Understanding geoscience concepts and the interactions of Earth system processes in one's own community has the potential to foster sound decision making for environmental, economic and social wellbeing. School-age children are an appropriate target audience for improving Earth Science literacy and attitudes towards scientific practices. However, many teachers charged with geoscience instruction lack awareness of local geological significant examples or the pedagogical ability to integrate place-based examples into their classroom practice. This situation is further complicated because many teachers of Earth science lack a firm background in geoscience course work. Strategies for effective K-12 teacher professional development programs that promote Earth Science literacy by integrating inquiry-based investigations of local and regional geoheritage sites into standards based curriculum were developed and tested with teachers at a rural school on the Hannahville Indian Reservation located in Michigan's Upper Peninsula. The workshops initiated long-term partnerships between classroom teachers and geoscience experts. We hypothesize that this model of professional development, where teachers of school-age children are prepared to teach local examples of earth system science, will lead to increased engagement in Earth Science content and increased awareness of local geoscience examples by K-12 students and the public.
Full Text Available Despite the importance of the human/social dimension of organizational sustainability, this area of scholastic endeavor has received relatively little attention when compared to the economic and environmental dimensions of sustainability. On the basis of social exchange theory, this study posited the important role that employee work engagement is a key component for improving human performance for organizational sustainability. In order to do so, it suggests the important role that employee work engagement has on the relationships among various factors in the organization, including organizational procedural justice, knowledge sharing, and innovative work behaviors. A total of 400 complete responses from full-time employees in Korean organizations were used for the purpose of data analysis with structural equation modeling (SEM. The results demonstrated that organizational procedural justice is positively related with employee work engagement, knowledge sharing, and innovative work behavior. In addition, work engagement enhances employee knowledge sharing and innovative work behavior, and knowledge sharing enhances innovative work behavior. With regard to the mechanisms of these relationships, work engagement and knowledge sharing acted as significant mediators. Based on the findings, we suggested relevant research implications and recommendations for future research on sustainable organizations.
Zdravković, Marko; Serdinšek, Tamara; Sobočan, Monika; Bevc, Sebastjan; Hojs, Radovan; Krajnc, Ivan
Student engagement (SE) in the curriculum is a positive indicator in the development of students deeply involved in their learning. It also has several benefits for the schools' level of educational innovation and quality assurance. In order to identify the most important pearls from the last decade of educational developments within the field of SE at the Faculty of Medicine University of Maribor, we searched through our school's archives, publications and research in the field of medical education. Three areas were identified as the most important SE complements: (i) peer teaching, (ii) school governance, and (iii) extracurricular activities. The paper highlights how many student-driven initiatives move from informal frameworks toward a formal structure, elective courses, and, in the end, compulsory components of the curriculum. As demonstrated by the three educational achievements at our school, fostering a high level of SE can lead to innovative curricular changes, benefit the whole school and enable students to deliver highly impactful extracurricular projects.
Liu, Hongchun; Yansane, Alfa Ibrahim; Zhang, Yurong; Fu, Haijun; Hong, Nanrui; Kalenderian, Elsbeth
Abstract This study aims to investigate burnout and study engagement among medical students at Sun Yat-sen University, China. A cross-sectional survey was conducted among undergraduate medical students of Sun Yat-sen University, China. A total of 453 undergraduate students completed a self-administered, structured questionnaire between January and February, 2016. Burnout and study engagement were measured using the Maslach Burnout Inventory-Student Survey (MBI-SS) and the UTRECHT Work Engagement Scale-Students (UWES-S), respectively. Subjects who scored high in emotional exhaustion subscale, high in cynicism subscale, and low in professional efficacy subscale simultaneously were graded as having high risk of burnout. Independent sample t tests and chi-square tests were used to compare the differences in burnout and work engagement between genders, majors, and grade levels. The means (standard deviations) of the MBI-SS subscales were 3.42 (1.45) for emotional exhaustion, 2.34 (1.64) for cynicism, and 3.04 (1.30) for professional efficacy. The means (standard deviations) of the UWES-S subscales were 3.13 (1.49) for vigor, 3.44 (1.47) for dedication and 3.00 (1.51) for absorption. Approximately 1 in 11 students experienced a high risk of burnout. There were no statistically significant gender differences in burnout and study engagement. There were also no statistically significant differences in burnout and study engagement subscales according to student major. Students in higher grades displayed increased burnout risk, higher mean burnout subscale score of cynicism, lower mean burnout subscale score of professional efficacy, and decreased mean study engagement subscale scores of dedication and absorption. There were strong correlations within study engagement subscales. Chinese medical students in this university experience a high level of burnout. Students at higher-grade level experience more burnout and decreased study engagement compared with students in lower
Molina, Rose; Boatin, Adeline; Farid, Huma; Luckett, Rebecca; Neo, Dayna; Ricciotti, Hope; Scott, Jennifer
To describe various work models for obstetrics and gynecology global health faculty affiliated with academic medical centers and to identify barriers and opportunities for pursuing global health work. A mixed-methods study was conducted in 2016 among obstetrics and gynecology faculty and leaders from seven academic medical institutions in Boston, Massachusetts. Global health faculty members were invited to complete an online survey about their work models and to participate in semistructured interviews about barriers and facilitators of these models. Department chairs and residency directors were asked to participate in interviews. The survey response rate among faculty was 65.6% (21/32), of which 76.2% (16/21) completed an interview. Five department leaders (45.5% [5/11]) participated in an interview. Faculty described a range of work models with varied time and compensation, but only one third reported contracted time for global health work. The most common barriers to global health work were financial constraints, time limitations, lack of mentorship, need for specialized training, and maintenance of clinical skills. Career satisfaction, creating value for the obstetrics and gynecology department, and work model flexibility were the most important facilitators of sustainable global health careers. The study identified challenges and opportunities to creating flexible and sustainable work models for academic obstetrics and gynecology clinicians engaged in global health work. Additional research and innovation are needed to identify work models that allow for sustainable careers in global women's health. There are opportunities to create professional standards and models for academic global health work in the obstetrics and gynecology specialty.
Sarah E. Council
Full Text Available The field of citizen science is exploding and offers not only a great way to engage the general public in science literacy through primary research, but also an avenue for teaching professionals to engage their students in meaningful community research experiences. Though this field is expanding, there are many hurdles for researchers and participants, as well as challenges for teaching professionals who want to engage their students. Here we highlight one of our projects that engaged many citizens in Raleigh, NC, and across the world, and we use this as a case study to highlight ways to engage citizens in all kinds of research. Through the use of numerous tools to engage the public, we gathered citizen scientists to study skin microbes and their associated odors, and we offer valuable ideas for teachers to tap into resources for their own students and potential citizen-science projects.
Keiffer, Melanie R
The nursing research class requires faculty to create a spirit of inquiry while integrating technology, flexibility, and responsiveness to student needs. This article discusses new pedagogies to actively engage students in the evidence-based nursing process and the achievement of course learning outcomes. Through course exemplar, the author demonstrates a creative method to engage traditional baccalaureate nursing students in a nursing project that links evidence to improved patient outcomes.
Kulick, Alex; Wernick, Laura J; Woodford, Michael R; Renn, Kristen
LGBTQ people experience health disparities related to multilevel processes of sexual and gender marginalization, and intersections with racism can compound these challenges for LGBTQ people of color. Although community engagement may be protective for mental health broadly and for LGBTQ communities in buffering against heterosexism, little research has been conducted on the racialized dynamics of these processes among LGBTQ communities. This study analyzes cross-sectional survey data collected among a diverse sample of LGBTQ college students (n = 460), which was split by racial status. Linear regression models were used to test main effects of interpersonal heterosexism and engagement with campus organizations on depression, as well as moderating effects of campus engagement. For White LGBTQ students, engaging in student leadership appears to weaken the heterosexism-depression link-specifically, the experience of interpersonal microaggressions. For LGBTQ students of color, engaging in LGBTQ-specific spaces can strengthen the association between sexual orientation victimization and depression.
Sun, Jerry Chih-Yuan; Rueda, Robert
This study investigates possible relationships among motivational and learning variables (interest, self-efficacy and self-regulation) and three types of student engagement (behavioural engagement, emotional engagement and cognitive engagement) in a distance education setting. Participants were 203 students enrolled in online classes in the fall…
Bridgewater, Laura C.; Jensen, Jamie L.; Breakwell, Donald P.; Nielsen, Brent L.; Johnson, Steven M.
A critical area of emphasis for science educators is the identification of effective means of teaching and engaging undergraduate students. Personal microbiome analysis is a means of identifying the microbial communities found on or in our body. We hypothesized the use of personal microbiome analysis in the classroom could improve science education by making courses more applied and engaging for undergraduate students. We determined to test this prediction in three Brigham Young University undergraduate courses: Immunology, Advanced Molecular Biology Laboratory, and Genomics. These three courses have a two-week microbiome unit and students during the 2016 semester students could submit their own personal microbiome kit or use the demo data, whereas during the 2017 semester students were given access to microbiome data from an anonymous individual. The students were surveyed before, during, and after the human microbiome unit to determine whether analyzing their own personal microbiome data, compared to analyzing demo microbiome data, impacted student engagement and interest. We found that personal microbiome analysis significantly enhanced the engagement and interest of students while completing microbiome assignments, the self-reported time students spent researching the microbiome during the two week microbiome unit, and the attitudes of students regarding the course overall. Thus, we found that integrating personal microbiome analysis in the classroom was a powerful means of improving student engagement and interest in undergraduate science courses. PMID:29641525
Ruff, Caimen Leigh; Olson, Margot A.
To measure attitudes toward environmental issues, interior design students responded to a four-part survey: demographics, ecology, sustainability, and comments. The ecology section was composed of modifications of questions from the New Ecological Paradigm Scale (Dunlap et al. "Journal of Environmental Education," 9:10-19, 2000). The researchers…
Manni, Annika; Sporre, Karin; Ottander, Christina
This paper presents the results of a study carried out to investigate how 10-12 year old Swedish students understand and value the issue of sustainable development. The responses from open-ended questions in a questionnaire have been analyzed through a content analysis based on a phenomenographic approach. The results show that there are…
Godfrey, D. Matthew; Feng, Patrick
Purpose: This paper aims to investigate the impacts of a science-based environmental communication campaign at a university dining hall. The impacts are assessed in terms of student attitudes toward sustainability, food consumption choices and perceptions and understanding of the campaign and the information it communicated.…
A "take it or leave it" attitude has no place in higher education. Society needs an educated citizenry to sustain and advance its technological and global mission. Too few students are entering college and even fewer than might reasonably be expected are graduating. Retention and graduation rates serve as key indicators of performance…
Schoeps, Andreas; Hemmer, Ingrid
Purpose: Since 2012, the University of Eichstaett-Ingolstadt has been publishing an annual report on sustainability as part of its whole institution approach (WIA). This study aims to examine the participation in writing this report as it is experienced by the student stakeholders involved. The overall goal is to gain expertise concerning further…
Liu, K. K.; Glavovic, B.; Limburg, K.; Emeis, K. C.; Thomas, H.; Kremer, H.; Avril, B.; Zhang, J.; Mulholland, M. R.; Glaser, M.; Swaney, D. P.
There is an urgent need to design and implement transformative governance strategies that safeguard Earth's life-support systems essential for long-term human well-being. From a series of meetings of the Continental Margins Working Group co-sponsored by IMBER and LOICZ of IGBP, we conclude that the greatest urgency exists at the ocean-land interface - the continental margins or the Margin - which extends from coastlands over continental shelves and slopes bordering the deep ocean. The Margin is enduring quadruple squeeze from (i) Population growth and rising demands for resources; (ii) Ecosystem degradation and loss; (iii) Rising CO2, climate change and alteration of marine biogeochemistry and ecosystems; and (iv) Rapid and irreversible changes in social-ecological systems. Some areas of the Margin that are subject to the greatest pressures (e.g. the Arctic) are also those for which knowledge of fundamental processes remains most limited. Aside from improving our basic understanding of the nature and variability of the Margin, priority issues include: (i) investment reform to prevent lethal but profitable activities; (ii) risk reduction; and (iii) jurisdiction, equity and fiscal responsibility. However, governance deficits or mismatches are particularly pronounced at the ocean-edge of the Margin and the prevailing Law of the Sea is incapable of resolving these challenges. The "gold rush" of accelerating demands for space and resources, and variability in how this domain is regulated, move the Margin to the forefront of global sustainability research and action. We outline a research strategy in 3 engagement arenas: (a) knowledge and understanding of dynamic Margin processes; (b) development, innovation and risk at the Margin; and (c) governance for sustainability on the Margin. The goals are (1) to better understand Margin social-ecological systems, including their physical and biogeochemical components; (2) to develop practical guidance for sustainable development
Ferrero-Ferrero, Idoya; Fernández-Izquierdo, María Ángeles; Muñoz-Torres, María Jesús; Bellés-Colomer, Lucía
Purpose: The purpose of this study is to improve the understanding of stakeholder engagement in the context of sustainability reporting (SR) for higher education institutions (HEIs), together with the materiality principle and stakeholder expectations. Design/methodology/approach: This research uses an exploratory approach based on content…
Hughes, Jan N; Wu, Wei; West, Stephen G
We investigated growth trajectories for classroom performance goal practices and for student behavioral engagement across grades 2 to 5 for 497 academically at-risk elementary students. This study is the first longitudinal investigation of performance goal practices in the early elementary years. On average, teacher use of performance goal practices increased and students' behavioral engagement declined across the four years. Using autoregressive latent trajectory (ALT) models, we examined the synchronous relations between teacher-reported performance goal practices and teacher-reported student behavioral engagement. As expected, as students move into classrooms with a new teacher with less emphasis on performance goal practices, they become more behaviorally engaged in school. Gender did not moderate these results. Implications for teacher professional development are discussed. Published by Elsevier Ltd.
Benedict Iorzer Labe
Full Text Available The purpose of this research was to determine the extent of student teachers’ willingness to engage in troubleshooting activities and their technological problem-solving self-appraised ability. The study used a cross-sectional descriptive correlational design to collect data from 310 purposively random sampled students from three universities in Northern Nigeria. Results of data analyses indicated that student teachers from the universities surveyed reported a moderate willingness to engage in troubleshooting activities as well as a moderately positive self-appraisal of their problem-solving ability. The student teachers’ willingness to engage in troubleshooting activities was also significantly related to the pattern of their self-appraised problem-solving ability. It was therefore concluded that the findings from this research do not support the pedestrian view that students from Nigerian universities are reluctant to engage in problem-solving activities.
This article focuses on using sociocultural theory to support student engagement with mathematics. The sociocultural approach used, collective argumentation (CA), is based on interactive principles necessary for coordinating student engagement in the discourse of the classroom. A goal of the research was to explore the affordances and constraints of using CA to enrich student engagement with mathematics. The design of the research was based on a teaching experiment that sought to capture the influence of social and cultural processes on learning and development. Participants included primary and secondary school teachers and their mathematics classes. This article focuses on the practice of one female primary school teacher. Data sources included interview transcripts, report writings, journal entries and observational records. Data were analysed using a participation framework. Findings suggest that aspects of CA such as students explaining and justifying ideas and presenting ideas to the whole class can be used by teachers to promote student engagement with mathematics.
Kong, Qi-Ping; Wong, Ngai-Ying; Lam, Chi-Chung
Universal education has aggravated the problems of students' disengagement in learning, highlighting in particular, a greater range of motivations to learn and wider diversification in students' interests. Students' engagement with curriculum has become a crucial element in classroom learning. How we cultivate their involvement in the curriculum may be seen as being far more important than the epistemological consideration in the design of the school curriculum. Though aspects of behavioural, affective and cognitive engagements have been revealed in literature, we are still in need of a validated instrument that measures student engagement for further research. In the present study, an instrument of student engagement in the subject area of mathematics was developed through grounded research. Its validity was established by statistical methods
Lietaert, Sofie; Roorda, Debora; Laevers, Ferre; Verschueren, Karine; De Fraine, Bieke
The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap. This study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure, involvement) may explain gender differences in engagement (mediation hypothesis), and (3) whether and which of these teacher support dimensions matter more for boys' as opposed to girls' engagement (moderation or differential effects hypothesis). A total of 385 Grade 7 students and their 15 language teachers participated in this study. Teacher support was assessed through student reports. Student engagement was measured using student, teacher, and observer reports. By means of structural equation modelling, the mediating role of the teacher support dimensions for gender differences in behavioural engagement was tested. The potential differential role of the teacher support dimensions for boys' and girls' engagement was investigated through multigroup analysis. Boys were less engaged than girls and reported lower support from their teacher. Autonomy support and involvement partially mediated the relationship between gender and behavioural engagement. Autonomy support was demonstrated to be a protective factor for boys' engagement but not for girls'. Structure and involvement contributed equally to engagement for both sexes. Although involvement and autonomy support partly explained the gender gap in engagement (mediation hypothesis), more support was found for differential effects of autonomy support on boys' versus girls' engagement (differential effects hypothesis). © 2015 The British Psychological Society.
Conner, Jerusha O; Pope, Denise C
Research has long linked academic engagement to positive social, psychological, and physical developmental outcomes; however, qualitative studies in high-performing schools find that some students who work hard in school may be compromising their mental and physical health in the pursuit of top grades. Such research calls for closer and more contextualized examinations of the concept of engagement. This study examines academic engagement in a sample of 6,294 students (54 % female; 44 % White, 34 % Asian, and 22 % other racial or ethnic background) attending 15 high-achieving schools. Findings show that two-thirds of students at these schools are not regularly "fully engaged" in their academic schoolwork; that is, they do not regularly report high levels of affective, behavioral and cognitive engagement. Although most students report working hard, few enjoy their schoolwork and find it valuable. This lack of full engagement, particularly the absence of affective and cognitive engagement, is associated with more frequent school stress, higher rates of cheating, and greater internalizing, externalizing, and physical symptoms of stress. The study also finds that full engagement is strongly related to positive teacher-student relationships. Implications for practice and future research are discussed.
Boyce, Carrie J.; Mishra, Chandrani; Halverson, Kristy L.; Thomas, Aimée K.
Informal environments provide students with unique experiences that allow them to actively participate in activities while promoting a positive attitude toward and an increased interest in science. One way to enhance informal science experiences is through the integration of mobile technologies. This integration is particularly useful in engaging underrepresented students in learning science. Our informal environmental science program engages underrepresented, fifth-grade students in an informal learning environment supplemented with mobile tablet technology (iPads). The purpose of this study was to explore how fifth-grade students interacted with nature using mobile technology during a nature hike series. Participants included 55 fifth-grade students from two low-income schools. We found that students used the mobile technology to explore nature and stay engaged throughout the hike. The iPads were used as references, data collectors, and engagement tools. Students had an intense desire in returning to the site and responded positively toward interacting with nature. Prior research has indicated that students in this age group are likely to lose interest in science and the incorporation of field-friendly technology that engages students with nature, not technology alone, is a useful tool for keeping students interested in science.
Valentin, Marie Anttonitte; Valentin, Celestino C.; Nafukho, Fredrick Muyia
Purpose: The purpose of this paper is to explore implications of motivational potential that are highly correlated to the self-determination theory (SDT) (intrinsic motivating factors), in relation to corporate social responsibility (CSR). This paper specifies key antecedents of engagement within the theoretical framework of the self-determination…
Woods-McConney, Amanda; Oliver, Mary C.; McConney, Andrew; Maor, Dorit; Schibeci, Renato
Previous research has underlined the importance of school students' engagement in science (including students' attitudes, interests and self beliefs). Engagement in science is important as a correlate of scientific literacy and attainment, and as an educational outcome in its own right. Students positively engaged with science are more likely to…
Astuti, Farchaini Budi; Sumarwan, Ujang; Qayim, Ibnul
This study aims to analyze the effect of student characteristics, internal factors and external factors on student engagement and the success of scholarship awardee's study in Bogor Agricultural University. The theory used in this study is that the success study of the scholarship awardee is affected by the student characteristics, internal and…
Shaw, Jerie; Kominko, Sofiya; Terrion, Jenepher Lennox
Positive student-instructor relationships are important for student engagement, motivation, retention and achievement. Yet, as class sizes grow, these relationships can be increasingly difficult to develop. This study explores LectureTools--a web-based student response and learning platform that facilitates communication between instructors and…
Micheletto, Melinda J.
The purpose of this study was to use an audience response system (ARS) to engage students in classroom discussions concerning sensitive and controversial topics (e.g., business ethics), assess student's ethical orientation and conduct in unethical behaviors, and encourage reflection on their personal level of ethicality. Students used ARS devices…
Bloemsma, Michael Scott
This study investigated the use of Apple's iPads as a means to engage students in learning and help them to relate what they are learning in school to the real world. Research suggests students are increasingly disengaged from school because schools are out of sync with the digital world in which "Millennial" students have grown up.…
This study investigated the influence of a service-learning component in an advertising course, specifically examining its ability to enrich advertising knowledge, build students' portfolios, and influence students' community engagement after graduation. The research revealed that service-learning positively affects students' understanding of…
Evans, Miriam; Boucher, Alyssa R.
Choice plays a critical role in promoting students' intrinsic motivation and deep engagement in learning. Across a range of academic outcomes and student populations, positive impacts have been seen when student autonomy is promoted through meaningful and personally relevant choice. This article presents a theoretical perspective on the…
This article makes a case for using creative writing in a second language course. Creative writing increases students' enthusiasm for writing skills development and supports students' creativity, which is a fundamental aspect of education. In order to engage less motivated students, a series of creative writing assignments was implemented in a…
Marsh, Julie A.; Farrell, Caitlin C.; Bertrand, Melanie
Despite a growing body of research on data use in education, there has been relatively little focus on the role of students. This article begins to fill this gap by exploring teacher and administrator reports on engaging students in data use at six middle schools. Even though teachers expressed a belief that involving students in data use would…
Lim, Woong; Son, Ji-Won; Gregson, Susan; Kim, Jihye
This article examines high school students' engagement in a set of trigonometry problems. Students completed this task independently in an online environment with access to Internet search engines, online textbooks, and YouTube videos. The findings imply that students have the resourcefulness to solve procedure-based mathematics problems in an…
Taboada Barber, Ana; Buehl, Michelle M.
The authors extend previous work on students' perceptions of teachers' autonomy-enhancing and autonomy-suppressing behaviors in relation to students' engagement to a more situated context (i.e., two Grade 4 science instructional conditions instead of school in general) and a linguistically diverse population (i.e., Hispanic students). They also…
Bertheussen, Bernt Arne; Myrland, Øystein
This study reports on the effect of student engagement in digital learning activities on academic performance for 120 students enrolled in an undergraduate finance course. Interactive practice and exam problem files were available to each student, and individual download activity was automatically recorded during the first 50 days of the course.…
Zinger, Lana; Sinclair, Alicia
Teaching in a diverse, urban community college, it has become apparent that students spend most of their free (and classroom) time participating in social media. In response, we decided to incorporate social media, blogs specifically, as a way to increase student engagement, retention and achievement. The learning objective was for our students to…
Shernoff, David J.; Schmidt, Jennifer A.
Achievement, engagement, and students' quality of experience were compared by racial and ethnic group in a sample of students (N = 586) drawn from 13 high schools with diverse ethnic and socioeconomic student populations. Using the Experience Sampling Method (ESM), 3,529 samples of classroom experiences were analyzed along with self-reported…
Cole, James S.; Cole, Shu T.
There has been a great deal of debate regarding the value of program accreditation. Two research questions guided this study: 1) are students enrolled in accredited parks, recreation, and leisure programs more academically engaged than students enrolled in non-accredited programs, and 2) do students enrolled in accredited parks, recreation, and…
Junod, Rosemary E. Vile; DuPaul, George J.; Jitendra, Asha K.; Volpe, Robert J.; Cleary, Kristi S.
The current study examined the behaviors related to academic engagement exhibited by students with ADHD during instruction in math and reading. A total of 155 students (92 ADHD, 63 recruited controls) in grades 1 through 4 participated in the study. Results revealed that students with ADHD exhibited statistically significant lower rates of…
Wiggins, Benjamin L.; Eddy, Sarah L.; Wener-Fligner, Leah; Freisem, Karen; Grunspan, Daniel Z.; Theobald, Elli J.; Timbrook, Jerry; Crowe, Alison J.
The primary measure used to determine relative effectiveness of in-class activities has been student performance on pre/posttests. However, in today's active-learning classrooms, learning is a social activity, requiring students to interact and learn from their peers. To develop effective active-learning exercises that engage students, it is…
Smith, Deborah N.
This article discusses the use of online asynchronous discussion boards as a valuable tool for connecting students to leadership concepts, theories, and models in introductory leadership survey courses. Recommendations are given for designing effective discussion boards that engage students and enhance their learning. Student outcomes include…
Liu, Jing-Ying; Liu, Yan-Hui; Yang, Ji-Peng
The aim of this study was to explore the relationships among study engagement, learning adaptability, and time management disposition in a sample of Chinese baccalaureate nursing students. A convenient sample of 467 baccalaureate nursing students was surveyed in two universities in Tianjin, China. Students completed a questionnaire that included their demographic information, Chinese Utrecht Work Engagement Scale-Student Questionnaire, Learning Adaptability Scale, and Adolescence Time Management Disposition Scale. One-way analysis of variance tests were used to assess the relationship between certain characteristics of baccalaureate nursing students. Pearson correlation was performed to test the correlation among study engagement, learning adaptability, and time management disposition. Hierarchical linear regression analyses were performed to explore the mediating role of time management disposition. The results revealed that study engagement (F = 7.20, P < .01) and learning adaptability (F = 4.41, P < .01) differed across grade groups. Learning adaptability (r = 0.382, P < .01) and time management disposition (r = 0.741, P < .01) were positively related with study engagement. Time management disposition had a partially mediating effect on the relationship between study engagement and learning adaptability. The findings implicate that educators should not only promote interventions to increase engagement of baccalaureate nursing students but also focus on development, investment in adaptability, and time management. Copyright © 2014 Elsevier Inc. All rights reserved.
Zendarski, Nardia; Sciberras, Emma; Mensah, Fiona; Hiscock, Harriet
Students with attention/deficit hyperactivity disorder (ADHD) continue to languish behind their peers with regard to academic achievement and education attainment. School engagement is potentially modifiable, and targeting engagement may be a means to improve education outcomes. To investigate school engagement for students with ADHD during the crucial high school transition period and to identify factors associated with low school engagement. Participants are adolescents (12-15 years) in the first and third year of high school with diagnosed ADHD (n = 130). Participants were recruited from 21 paediatric practices. Cross-sectional study assessing school engagement. Data were collected through direct assessment and child, parent, and teacher surveys. School engagement is measured as student attitudes to school (cognitive and emotional) and suspension rates (behavioural). Multivariable regression analyses examined student, family, and school factors affecting engagement. In comparison with state data, students with ADHD in the first year of high school were less motivated (p comparison to state-wide suspensions (21% vs. 6%, p < .01). Explanatory factors for poor attitudes include adolescent depression, poor adolescent supervision, and devaluing education. Conduct problems and increased hyperactivity were related to increased likelihood of being suspended, whilst higher cognitive ability, family socio-economic status, and independent schools reduced risk. Potentially modifiable individual and family factors including adolescent depression, behavioural problems, education values, and family supervision could be targeted to better manage the high school transition for students with ADHD. © 2017 The British Psychological Society.
There is widespread agreement that family engagement leads to increased student achievement, reduced drop-out rates, and a host of other positive outcomes for kids. Teachers are rarely trained or supported in engaging families, and, according to the 2005 MetLife Survey of the American Teacher, find family engagement to be their biggest challenge.…
Rosa María Brito
Full Text Available Since the 1970s, interest in caring for the environment has gained traction and the environmental education movement has gained momentum. The Talloires Declaration was the first document to incorporate sustainable development into higher education. After that, higher education institutions assumed the social responsibility of training human resources with a sustainable vision. This study aimed to contribute to the design of indicators that could be used to evaluate the efficacy of the sustainability taught at the Universidad Autónoma de Guerrero (Autonomous University of Guerrero in Mexico. We administered a survey to 63 teachers and 511 students from four academic units in high schools, and undergraduate and postgraduate programs. The answers were analyzed using the F-test and the variable descriptions. For the environmental, social and economic indicators, the satisfaction levels of teachers and students were more positive in graduate and undergraduate programs than in the high school. To determine the efficacy of the teaching function in terms of sustainable education, as well as to fulfill the commitments acquired to achieve sustainability, institutional processes need to be strengthened.
Full Text Available This research followed 19 mature-aged distance students through their first semester of undergraduate study. The analysis of interviews and video diaries presented in this paper focuses on two key elements of emotional engagement: interest and belonging. Findings highlight the importance of interest triggered by personal preferences and experiences. Interest led to enjoyment, increased behavioural engagement with greater time and effort expended, and improved cognitive engagement in terms of depth and breadth of learning. In contrast, there was less evidence of the social side of emotional engagement, belonging. Participants felt little connection to the university, but connecting with fellow students through face-to-face courses and online forums was important for some to reduce their sense of isolation. However, distance study was not for all. The findings highlight the need for staff to consider emotional engagement when designing and delivering the curriculum and when interacting with students, particularly in the all-important first year.
Thompson, N.A.; Herrmann, A.M.; Hekkert, M.P.
Sustainable entrepreneurship often requires a purposeful change to the existing business environment, market regulations, and societal norms and values (institutions) to ensure sustainable products and services become legitimate and competitive. Yet, how sustainable entrepreneurs alter or create
TTFPP), where .... Participatory Rural Appraisal (PRA) which was developed in the 1980s. PRA gives local people the opportunity "to share, enhance and analyse their ... Then, cognitive engagement draws on the idea of ...
Die Ausgangsfragestellung, wie soziale Beziehungen im Studienprozeß das wissenschaftliche Engagement der Studenten beeinflussen, wird aufgrund vorliegenden empirischen Materials (der Autor stützt sich primär auf die Ergebnisse der Untersuchung STUDENT 79) auf die Analyse des Verhältnisses der Studenten zu den Lehrkräften eingegrenzt. Der Verfasser äußert sich zur Gültigkeit seiner Aussagen: "Der Bericht trägt den Charakter einer Zusammenfassung vorläufiger Ergebnisse zum Problem und bedarf ti...
Full Text Available The public sector has traditionally financed and operated infrastructure projects using resources from taxes and various levies (e.g. fuel taxes, road user charges. However, the rapid increase in human population growth coupled with extended globalisation complexities and associated social/political/economic challenges have placed new demands on the purveyors and operators of infrastructure projects. The importance of delivering quality infrastructure has been underlined by the United Nations declaration of the Millennium Development Goals; as has the provision of ‘adequate’ basic structures and facilities necessary for the well-being of urban populations in developing countries. Thus, in an effort to finance developing countries’ infrastructure needs, most countries have adopted some form of public-private collaboration strategy. This paper critically reviews these collaborative engagement approaches, identifies and highlights 10 critical themes that need to be appropriately captured and aligned to existing business models in order to successfully deliver sustainable infrastructure projects. Research findings show that infrastructure services can be delivered in many ways, and through various routes. For example, a purely public approach can cause problems such as slow and ineffective decision-making, inefficient organisational and institutional augmentation, and lack of competition and inefficiency (collectively known as government failure. On the other hand, adopting a purely private approach can cause problems such as inequalities in the distribution of infrastructure services (known as market failure. Thus, to overcome both government and market failures, a collaborative approach is advocated which incorporates the strengths of both of these polarised positions.
Theobald, Karen A; Windsor, Carol A; Forster, Elizabeth M
Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection. The first phase explored student perceptions of learning and engagement in tutorials. The results informed the development of a web based learning resource. Phase two centred on implementation of a community of learning approach where students were supported to lead tutorial learning with peers. The final phase constituted an evaluation of the new approach. Findings suggest that students have the capacity to lead and engage in a community of learning and to assume greater ownership and responsibility where scaffolding is provided. Nonetheless, an ongoing whole of course approach to pedagogical change would better support this form of teaching and learning innovation. Copyright © 2018 Elsevier Ltd. All rights reserved.
Mineo, Beth A.; Ziegler, William; Gill, Susan; Salkin, Donna
This study investigated the relative engagement potential of four types of electronic screen media (ESM): animated video, video of self, video of a familiar person engaged with an immersive virtual reality (VR) game, and immersion of self in the VR game. Forty-two students with autism, varying in age and expressive communication ability, were…
Wang, Han-Chung; Huang, Hung-Tzu; Hsu, Chun-Chieh
The current study investigates EFL college learners' motivation and engagement during English vocabulary learning tasks. By adopting self-determination theory (SDT; Deci & Ryan, 1985, 2000), the study looked into the impact of autonomy on college students' task motivation and engagement with vocabulary learning tasks and their general English…
This study was an investigation of the use of a NAO humanoid robot as an effective tool for engaging readers in an afterschool program as well as to find if increasing engagement using a humanoid robot would affect students' reading comprehension when compared to traditional forms of instruction. The targeted population of this study was…
Reform-based mathematics instruction emphasizes that mathematics is learned through reasoning and sense-making rather than strict memorization and is taught through facilitation rather than telling (NCTM, 1989, 1991, 1995, 2000). Teachers' engagement with student thinking to inform instruction is central to such teaching. Engagement with student…
Weiss, Christopher C.; García, Emma
This paper investigates the relationship between student engagement--with teachers and schools--and academic performance in Mexico. It uses hierarchical linear models and data from the OECD 2003 PISA study to examine the relative importance of engagement in comparison to other educational inputs--school and family characteristics--as predictors of…
Way, Jennifer; Reece, Amelia; Bobis, Janette; Anderson, Judy; Martin, Andrew
The phenomenon of the "middle-years dip" in mathematics engagement and achievement has been a cause of concern for over a decade. This paper presents an example of one upper-primary classroom identified as having higher than average levels of student engagement, with the purpose of documenting specific teaching strategies that align with…
Student engagement and appropriate behaviors are essential for effective instruction in secondary special education classrooms. Research suggests that proactive engagement strategies and interventions can have a greater effect on overall classroom behaviors than negative consequences. A single case experiment measured the effects of…
Hempfling, Michele Sheets
Little research has been conducted on the work engagement, subjective happiness, or perceived organizational support of student affairs professionals. In this study, 299 professionals in the American College Personnel Association were surveyed utilizing the Utrecht Work Engagement Scale, the Subjective Happiness Scale, and the Survey of Perceived…
Al-Alwan, Ahmed F.
The author proposed a model to explain how parental involvement and school engagement related to academic performance. Participants were (671) 9th and 10th graders students who completed two scales of "parental involvement" and "school engagement" in their regular classrooms. Results of the path analysis suggested that the…
Strauser, David R.; O'Sullivan, Deirdre; Wong, Alex W. K.
The authors investigated the relationship between the variables of work engagement, developmental work personality, and academic effort in a sample of college students. This study provides evidence for the hypothesized positive relationship between academic effort, engagement, and work personality. When gender was controlled, the Work Tasks…
Çapri, Burhan; Gündüz, Bülent; Akbay, Sinem Evin
The purpose of this research is to determine the relations between high school students' life satisfaction, burnout, work engagement and hopelessness scores and examine the contribution of their burnout, work engagement and hopelessness scores in the prediction of their life satisfaction scores. The Satisfaction with Life Scale (SWLS), Maslach…
Weast, Jerry D.
The success of the Montgomery County Public Schools rests on a pervasive culture of high expectations and a commitment to the teachers and other staff. Too many reform efforts fail to engage and support the workforce. When the staff members are engaged, they will translate standards into something meaningful for each student.
Mac Iver, Martha Abele; Epstein, Joyce L.; Sheldon, Steven B.; Fonseca, Ean
This exploratory study addresses the challenge of declining family engagement at the critical transition to high school. We use data from a survey of schools to examine whether and how middle grades and high schools engage families when their students transition to high school. Findings indicate that there is a significant negative relationship…
Fall, Anna-Maria; Roberts, Greg
Research suggests that contextual, self-system, and school engagement variables influence dropping out from school. However, it is not clear how different types of contextual and self-system variables interact to affect students' engagement or contribute to decisions to dropout from high school. The self-system model of motivational development…
This poster displays ways in which the Science & Engineering (S&E) Library at UC San Diego has capitalized on the values of Millennials to attract and engage undergraduates in science and engineering with inside-the-library exhibits and events. Appealing to characteristics of Millennials, the S&E Library showcases various types of student work, sponsors engaging and innovative library events, and freely experiments with new ways to draw students into the library.
Bustard, John D.
In spite of the acknowledged importance of professional ethics, technical students often show little enthusiasm for studying the subject. This paper considers how such engagement might be improved. Four guiding principles for promoting engagement are identified: (1) aligning teaching content with student interests; (2) taking a pragmatic rather than a philosophical approach to issue resolution; (3) addressing the full complexity of real-world case studies; and (4) covering content in a way th...
In the United States (U.S.), student engagement, persistence, and academic performance levels in college science, technology, engineering, and mathematics (STEM) programs have been unsatisfactory over the last decade. Low student engagement, persistence, and academic performance in STEM disciplines have been identified as major obstacles to U.S. economic goals and U.S. science education objectives. The central and salient science identity a college student claims can influence his engagement, persistence, and academic achievement in college science. While science identity studies have been conducted on four-year college populations there is a gap in the literature concerning community college students' science identity and science performance. The purpose of this quantitative correlational study was to examine the relationship between community college students claimed science identities and engagement, persistence, and academic performance. A census sample of 264 community college students enrolled in biology during the summer of 2015 was used to study this relationship. Science identity and engagement levels were calculated using the Science Identity Centrality Scale and the Biology Motivation Questionnaire II, respectively. Persistence and final grade data were collected from institutional and instructor records. Engagement significantly correlated to, r =.534, p = .01, and varied by science identity, p < .001. Percent final grade also varied by science identity (p < .005), but this relationship was weaker (r = .208, p = .01). Results for science identity and engagement and final grade were consistent with the identity literature. Persistence did not vary by science identity in this student sample (chi2 =2.815, p = .421). This result was inconsistent with the literature on science identity and persistence. Quantitative results from this study present a mixed picture of science identity status at the community college level. It is suggested, based on the findings
Cerar, Katja; Kondrič, Miran; Ochiana, Nicolae; Sindik, Joško
AIM: The main aim of this study was to examine differences in sport participation motives, the frequency of engaging in sports activities according to gender, region and field of study, but also the association between the incidence of engaging in sports activity and the motivation for sports activity of students at the University of Ljubljana. MATERIAL AND METHODS: Five thousand two hundred seventy-one students completed The Exercise Motivations Inventory (EMI-2), with additional questions about 12 socio-demographic parameters. RESULTS: The results reveal that most of the students are engaged in unorganized sports activities. Male students engage in sports activity more often than female students do. For male students, dominant participation motives are enjoyment, challenge, social recognition, affiliation, competition and strength but also endurance, for female students these are: stress and weight management, revitalisation, ill-health avoidance, positive health, appearance and nimbleness. Gender differences in participation motives are partly reflected also in differences according to the field of study. The correlations between the frequency of engaging in sports activity and the participation motives are mainly statistically significant. We did not find any significant differences in participation motives by region. CONCLUSION: In spite of these discouraging findings, increasing physical activity among students continues to be a national priority. PMID:29104693
Li, Yulan; Guo, Fangfang; Yao, Meilin; Wang, Cong; Yan, Wenfan
Most service-learning studies in higher education focused on its effects on students' development. The dynamic processes and mechanisms of students' development during service-learning, however, have not been explored thoroughly. Student engagement in service-learning may affect service-learning outcomes and be affected by subjective task value at the same time. The present study aimed to explore the effect of subjective task value on Chinese college student engagement during service-learning. Fifty-four Chinese college students participated in a 9-weeks service-learning program of interacting with children with special needs. Students' engagement and subjective task value were assessed via self-report questionnaires and 433 weekly reflective journals. The results indicated that the cognitive, emotional and behavioral engagement of Chinese college students demonstrated different developmental trends during service-learning process. Subjective task value played an essential role in student engagement in service-learning activities. However, the role of subjective task value varied with different stages. Finally, the implications for implementing service-learning in Chinese education were discussed.
Yang, Chunyan; Sharkey, Jill D; Reed, Lauren A; Chen, Chun; Dowdy, Erin
Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying victimization and student engagement. Participants included 25,896 students in 4th to 12th grades from 114 schools. Results indicated that, after controlling for student and school demographic factors, positive school climate was associated with higher behavioral/cognitive and emotional engagement of students across all grades. This highlights the critical and fundamental role of positive school climate in bullying prevention and intervention, among students across all grade levels, including those with frequent bullying victimization experience. Results also showed that negative associations between student-level bullying victimization and engagement were intensified in more positive school climates. This finding suggests that, in comparison with students in schools with less positive school climates, the engagement of bullying victims in schools with a more positive school climate might be more negatively influenced by their victimization experience. Additionally, the relation between student-level bullying victimization and emotional engagement was significantly different across middle and high schools. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Vann-Hamilton, Joy J.
Problem. A significant segment of the U.S. population, under-represented students, is under-engaged or disengaged in secondary science education. International and national assessments and various research studies illuminate the problem and/or the disparity between students' aspirations in science and the means they have to achieve them. To improve engagement and address inequities among these students, more contemporary and/or inclusive pedagogy is recommended. More specifically, multicultural science education has been suggested as a potential strategy for increased equity so that all learners have access to and are readily engaged in quality science education. While multicultural science education emphasizes the integration of students' backgrounds and experiences with science learning , multimedia has been suggested as a way to integrate the fundamentals of multicultural education into learning for increased engagement. In addition, individual characteristics such as race, sex, academic track and grades were considered. Therefore, this study examined the impact of multicultural science education, multimedia, and individual characteristics on under-represented students' engagement in secondary science. Method. The Under-represented Students Engagement in Science Survey (USESS), an adaptation of the High School Survey of Student Engagement, was used with 76 high-school participants. The USESS was used to collect pretest and posttest data concerning their types and levels of student engagement. Levels of engagement were measured with Strongly Agree ranked as 5, down to Strongly Disagree ranked at 1. Participants provided this feedback prior to and after having interacted with either the multicultural or the non-multicultural version of the multimedia science curriculum. Descriptive statistics for the study's participants and the survey items, as well as Cronbach's alpha coefficient for internal consistency reliability with respect to the survey subscales, were
In order to maintain its global position, the United States needs to increase the number of students opting for science careers. Science teachers face a formidable challenge. Students are not choosing science because they do not think coursework is interesting or applies to their lives. These problems often compound for adolescents in urban areas. This action research investigated an innovation aimed at engaging a group of adolescents in the science learning process through cognitive processes and conceptual understanding. It was hoped that this combination would increase students' engagement in the classroom and proficiency in science. The study was conducted with 28 juniors and sophomores in an Environmental Science class in an urban high school with a student body of 97% minority students and 86% students receiving free and reduced lunch. The study used a mixed-methods design. Instruments included a pre- and post-test, Thinking Maps, transcripts of student discourse, and a two-part Engagement Observation Instrument. Data analysis included basic descriptives and a grounded theory approach. Findings show students became engaged in activities when cognitive processes were taught prior to content. Furthermore it was discovered that Thinking Maps were perceived to be an easy tool to use to organize students' thinking and processing. Finally there was a significant increase in student achievement. From these findings implications for future practice and research are offered.
Sheringham, J; Lyon, A; Jones, A; Strobl, J; Barratt, H
The value of e-learning in medical education is widely recognized but there is little evidence of its value in teaching medical students about public health. Such evidence is needed because medical students' engagement with public health has been low. We present three recent case studies from UK medical schools to illustrate diverse ways in which online approaches can increase medical students' engagement with learning public health. A comparative case study approach was used applying quantitative and qualitative data to examine engagement in terms of uptake/use amongst eligible students, acceptability and perceived effectiveness using an analytic framework based on Seven Principles of Effective Teaching. Across the three case studies, most (67-85%) eligible students accessed online materials, and rated them more favourably than live lectures. Students particularly valued opportunities to use e-learning flexibly in terms of time and place. Online technologies offered new ways to consolidate learning of key public health concepts. Although students found contributing to online discussions challenging, it provided opportunities for students to explore concepts in depth and enabled students that were uncomfortable speaking in face-to-face discussions to participate. E-learning can be applied in diverse ways that increase medical student engagement with public health teaching. © The Author 2015. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: email@example.com.
Donovan, Elizabeth; Holder, Anna
understandings of how architects synthesise different types of knowledge while designing, raising questions about the ‘match’ between educational experiences and subsequent behaviours in practice. Taking an example from Denmark, we outline the approach of Aarhus School of Architecture, where sustainability...... teaching is partially integrated within the design studio courses. We compare the institution’s philosophy for sustainability with pedagogical approaches as practiced within the school. An empirical study was made of 2nd year architecture student experiences of a one-month introduction course to ‘Reuse...... to be supported in gaining different types of knowledge (ie. propositional, experiential, applied) through different modes of learning. There are gaps to be bridged in education in order for the sustainability agenda to be fully integrated in architectural practice....
Durksen, Tracy L.; Way, Jennifer; Bobis, Janette; Anderson, Judy; Skilling, Karen; Martin, Andrew J.
We started with a classic research question (How do teachers motivate and engage middle year students in mathematics?) that is solidly underpinned and guided by an integration of two theoretical and multidimensional models. In particular, the current study illustrates how theory is important for guiding qualitative analytical approaches to motivation and engagement in mathematics. With little research on how teachers of mathematics are able to maintain high levels of student motivation and engagement, we focused on developing a qualitative framework that highlights the influence of teacher-student interactions. Participants were six teachers (upper primary and secondary) that taught students with higher-than-average levels of motivation and engagement in mathematics. Data sources included one video-recorded lesson and associated transcripts from pre- and post-lesson interviews with each teacher. Overall, effective classroom organisation stood out as a priority when promoting motivation and engagement in mathematics. Results on classroom organisation revealed four key indicators within teacher-student interactions deemed important for motivation and engagement in mathematics—confidence, climate, contact, and connection. Since much of the effect of teachers on student learning relies on interactions, and given the universal trend of declining mathematical performance during the middle years of schooling, future research and intervention studies might be assisted by our qualitative framework.
Burcu Ozge Özaslan Caliskan
Full Text Available Academic engagement used to refer to the extent to which students identify with and value schooling outcomes, and participate in academic and non-academic school activities. This study aims to investigate the academic engagement and satisfaction from the school among the university students. The data is taken from the undergraduate students in School of Transportation & Logistics in Istanbul University. We used a questionnaire that consisted of two parts. First part of the questionnaire is about to measure the students’ academic engagement that is improved by Schaufeli et al. Second part of the questionnaire is about to measure the students’ satisfaction from the school. K-means cluster analysis is used to determine two groups of students, group the students in to two clusters based on their school satisfaction scores. We named these two groups as “satisfied” and “unsatisfied” students. Secondly we investigate the relationships between the satisfaction scores and the academic engagement. By means of T Test we investigate whether the academic engagement differs between the clusters that are determined according to the students’ satisfaction scores. Finally we found that academic engagement differs according to the identified clusters.
Alaimo, Peter J.; Langenhan, Joseph M.; Tanner, Martha J.; Ferrenberg, Scott M.
We developed and implemented a yearlong safety program into our organic chemistry lab courses that aims to enhance student attitudes toward safety and to ensure students learn to recognize, demonstrate, and assess safe laboratory practices. This active, collaborative program involves the use of student "safety teams" and includes…
Robinson, Carol L.
This article describes how technology has been used to motivate the learning of mathematics for students of Sports Technology at Loughborough University. Sports applications are introduced whenever appropriate and Matlab is taught to enable the students to solve realistic problems. The mathematical background of the students is varied and the…
Gulland, E.-K.; Veenendaal, B.; Schut, A. G. T.
Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and
Zuzana Škodová; Petra Lajčiaková
Aim: The objective of the study was to investigate the effect of psychosocial training, with a focus on increasing social and coping skills, on the levels of burnout and engagement in students in various healthcare professions. Design: A quasi-experimental design was used in the present study. Methods: 97 students (20.2 ‘ 1.49; 95.9% female) of psychology, nursing and midwifery participated in the research (50 students in an experimental group receiving psychosocial training, and 47 students ...
Full Text Available Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive
Extensive research on burnout in different occupational fields has taken place internationally. However, no studies on students at higher education institutions in South Africa have been performed. The objective of this research was to standardise the Maslach Burnout Inventory- Student Survey (MBI-SS) and the Utrecht Work Engagement Scale-Student Survey (UWESSS) for student leaders in a South African university. Further objectives included empirically determining the relationsh...
Cain, Darrell L.
There has been an increasing growth in the use of technology resources in traditional classroom styled higher education courses. This growth has received with both optimism and criticism. One of the issues critics have posed is that the use of technology resources does little, if anything, to improve student learning. As a result, this research examined if the use of technology contributes to student learning outcomes and student engagement activities, above and beyond student demographic var...
Leadbeatter, Delyse; Gao, Jinlong
Learning basic science forms an essential foundation for oral health therapy and dentistry, but frequently students perceive it as difficult, dry, and disconnected from clinical practice. This perception is encouraged by assessment methods that reward fact memorization, such as objective examinations. This study evaluated use of a learner-centered assessment portfolio designed to increase student engagement with basic science in an oral health therapy program at the University of Sydney, Australia. The aim of this qualitative study based on focus groups was to investigate students' engagement with basic science courses following introduction of the portfolio. Three assessments were conducted in three subsequent semesters: one based on students' interest in everyday phenomena (one student, for example, explored why she had red hair); the second focussed on scientific evidence and understanding of systemic diseases; and the third explored relations between oral and general health. Students were encouraged to begin with issues from their personal experience or patient care, to focus on what they were curious about, and to ask questions they really cared about. Each student prepared a written report and gave an oral presentation to the entire cohort. After the portfolios were completed, the authors held focus groups with two cohorts of students (N=21) in 2016 and analyzed the results using Zepke's framework for student engagement research. The results showed that the students successfully interweaved personal experience into their studies and that it provided significant motivation for learning. The students described their learning in terms of connection to themselves, their peer community, and their profession. Many additional benefits were identified, from increased student engagement in all courses to appreciation of the relevance of basic science. The findings should encourage dental and allied dental educators to reconsider the effects of assessments and seek
Full Text Available We discuss traditional classroom, e-learning, behavioral engagement and difference between behavioral engagements in two kind of instruction environment. Results from variance analyses suggest that there is no significant difference between engagements of active learning in different classroom conditions, and there exist significant differences on higher-level learning of innovative and critical thinking. Our findings highlight students' behavioral engagements in two environments have no significant advantage over each other, but e-learning facilitates higher-level learning better.
Full Text Available A decrease in student attendance at lectures both nationally and internationally, has prompted educators to re-evaluate their teaching methods and investigate strategies which promote student engagement. The flipped classroom model, grounded in active learning pedagogy, transforms the face-to-face classroom. Students prepare for the flipped classroom in their own time by watching short online videos and completing readings. Face-to-face time is used to apply learning through problem-solving with peers. To improve the engagement and learning outcomes of our second year cohort, lectures were replaced with short online videos and face-to-face time was spent in a flipped classroom. The impact of the flipped classroom was analysed through surveys, attendance records, learning analytics and exam data before and after the implementation of the flipped classroom. Results suggest an increase in student engagement and a positive attitude towards the learning method. However, there were no measurable increases in student learning outcomes.
Gallegos, Cara; Nakashima, Hannah
Engaging nursing students in theoretical courses, such as research, can be challenging. Innovative instructional strategies are essential to engage nursing students in theoretical nursing courses. This article describes an educational innovation using technology as a tool in an undergraduate nursing research class. All students in the course received iPads for the semester. Lecture material was presented in class using Nearpod, an interactive presentation embedded with slides, multimedia components, and learning activities. Students reported that using the mobile technology helped them minimize off-task activities, interact more with each other and the instructor, solve problems in the class, and develop skills and confidence related to their career. Allowing device use in the classroom, such as iPads and interactive mobile applications, can be a useful learning tool. Intentional use of technology and pedagogy can increase engagement and interaction with students. [J Nurs Educ. 2018;57(3):170-173.]. Copyright 2018, SLACK Incorporated.
Hansen, Gladys V; D'Urso Villar, Marcela; Fracchia, Liliana N
Medical students can develop burnout syndrome, characterized by exhaustion, cynical attitude towards study and negative consequences on wellbeing and academic performance. Engagement, theoretically syndrome "opposite" to burnout, shows a positive influence on personal and academic performance. To study the association of syndromes burnout and engagement with personality factors in medical students, a longitudinal observational, descriptive study of a cohort follow-up was performed. Three questionnaires were used: reduced inventory NEO Five-Factor (NEO FFI) administered at the beginning of the sixth year; the Maslach Burnout Inventory-Student Survey and Utrecht Work Engagement Scale, applied at the end of the seventh year. 120 students participated. The chance of presenting burnout was 3 times higher when the student had 0.26 times higher neuroticism and high extraversion lower when presented. The chance to present engagement was 10 times higher in students who had high extraversion (Multilevel logistic regression model, pburnout and engagement syndromes, and carry out strategies to prevent the consequences of academic stress on the most vulnerable students.
I Wayan Dharmayana
Full Text Available There is a hypothesis that emotional competencies have indirect effects to the academic achievement through school engagement and a higher Academic success requires higher emotional competencies and school engagement. This study aimed to test the hypothesis. It utilized subjects consisting of 417 excellent students. Psychological scale (emotional competence scale, Advanced Progressive Matrices (APM intelligence test and documen-tations were used for collecting the data. A Structural equation modeling of AMOS 6.0 was applied to analyze the data. The important result of this study supported the hypothesis and affirmed that emotional competence indirectly affects the academic achievement through the school engagement. Based on the result of this research, it was suggested that the efforts and interventions have to include the aspects of emotional competence and school engagement as integral parts of educational program in the school. Keywords: emotional competence, student engagement, academic achievement
Lindstrom, Timothy; Middlecamp, Catherine
In the undergraduate curriculum, chemistry and sustainability connect easily and well. Topics in chemistry provide instructors with opportunities to engage students in learning about sustainability; similarly, topics in sustainability provide instructors with opportunities to engage students in learning chemistry. One's own college or university…
Full Text Available This article documents and compares the most prominent sustainability assessment programs for individual organisations in viticulture worldwide. Certification and engagement processes for membership uptake; benefits; motives; inhibiting factors; and desirable reporting system features of viticultural sustainability programs, are all considered. Case-study results are derived from nine sustainability programs; 14 focus groups with 83 CEOs, Chief Viticulturists or Winemakers from wine grape production organizations from five countries (Australia, Chile, New Zealand, South Africa and the United States; 12 semi-structured interviews with managers either currently or formerly in charge of the sustainability programs; researcher observations; and analysis of documents. Programs were categorized by their distinct program assessment methods: process-based, best practice-based, indicator-based and criterion-based. We found that programs have been created to increase growers’ sustainability, mainly through the direct and indirect education they receive and promote, and the economic benefit to their business caused by overall improvement of their operations. The main finding from this study is that the success of each of these programs is largely due to the people driving the programs (program managers, innovative growers and/or early adopters and the way these people communicate and engage with their stakeholders and peers.
Slater, Timothy F.; Slater, Stephanie
As astronomy teaching faculty are changing their teaching strategies from those less desirable approaches that allow students to passively listen to professor-centered, information-lectures to more desirable, active-student engagement classrooms characterized by active learning, ASTRO 101 professors are looking for more ways to help students learn to participate in authentic scientific practices. This is consistent with notion advocated by the NRC that students should practice scientific thinking, scientific discourse, and scientific practices while learning science. Noticing that much informal scientific discussion is mediated by sketches—such as those occasionally lively discussions held after hours during scientific conferences—scholars at the CAPER Center for Astronomy & Physics Education Research have been piloting a series of active learning tasks where students are challenged to create scientific drawings to illustrate their understanding of astronomical phenomena or structures. Known informally as ScienceSKETCHES, examples of these tasks challenge students to illustrate: the spectral curve differences between high and low mass stars; the differences among galaxy shapes; the distribution of stars for the Andromeda Galaxy in terms of luminosity versus temperature; old and young planetary surfaces; or the relationships between distances and speeds of orbiting objects. Although our initial testing has focused on predominately on paper and pencil tasks, with the occasional cell phone picture of a ScienceSKETCH being texted to the professor, the electronic-based teaching world is nearly ready to support these sorts of drawing tasks. Already, the ability to complete and submit scientific sketches is becoming commonplace across electronic learning platforms, including shared white-boarding in many desktop videoconferencing systems, and handheld device learning systems for interactive classrooms, like those from Learning Catalytics, among many others. Our
Shupla, Christine; Gladney, Alicia; Dalton, Heather; LaConte, Keliann; Truxillo, Jeannette; Shipp, Stephanie
The Sustainable Trainer Engagement Program (STEP) is a modified train-the-trainer professional development program being conducted by the Lunar and Planetary Institute (LPI). STEP has provided two cohorts of 6-8th grade science specialists and lead teachers in the Houston region with in-depth Earth and Space Science (ESS) content, activities, and pedagogy over 15 days each, aligned with Texas science standards. This project has two over-arching goals: to improve middle school ESS instruction, and to create and test an innovative model for Train-the-Trainer.This poster will share details regarding STEP’s activities and resources, program achievements, and its main findings to date. STEP is being evaluated by external evaluators at the Research Institute of Texas, part of the Harris County Department of Education. External evaluation shows an increase after one year in STEP participants’ knowledge (cohort 1 showed a 10% increase; cohort 2 showed a 20% increase), confidence in teaching Earth and Space Science effectively (cohort 1 demonstrated a 10% increase; cohort 2 showed a 20% increase), and confidence in preparing other teachers (cohort 1 demonstrated a 12% increase; cohort 2 showed a 20% increase). By September 2015, STEP participants led (or assisted in leading) approximately 40 workshops for about 1800 science teachers in Texas. Surveys of teachers attending professional development conducted by STEP participants show very positive responses, with averages for conference workshop evaluations ranging from 3.6 on a 4 point scale, and other evaluations averaging from 4.1 to 5.0 on a 5 point scale.Main lessons for the team on the train-the-trainer model include: a lack of confidence by leaders in K-12 science education in presenting ESS professional development, difficulties in arranging for school or district content-specific professional development, the minimal duration of most school and district professional development sessions, and uncertainties in
Wagner, Elissa A
This article reports the outcomes of a kinesthetic learning strategy used during a cardiac lecture to engage students and to improve the use of classroom-acquired knowledge in today's challenging clinical settings. Nurse educators are constantly faced with finding new ways to engage students, stimulate critical thinking, and improve clinical application in a rapidly changing and complex health care system. Educators who deviate from the traditional pedagogy of didactic, content-driven teaching to a concept-based, student-centered approach using active and kinesthetic learning activities can enhance engagement and improve clinical problem solving, communication skills, and critical thinking to provide graduates with the tools necessary to be successful. The goals of this learning activity were to decrease the well-known classroom-clinical gap by enhancing engagement, providing deeper understanding of cardiac function and disorders, enhancing critical thinking, and improving clinical application. Copyright 2014, SLACK Incorporated.
Richmond, Aaron S.; Berglund, Majken B.; Epelbaum, Vadim B.; Klein, Eric M.
Teaching effectiveness is often evaluated through student ratings of instruction (SRI). Research suggests that there are many potential factors that can predict student's perceptions of teaching effectiveness such as professor-student rapport, student engagement, and perceived humor of the instructor. Therefore, we sought to assess whether…
Deatherage, Scott S.
In recent years college students have incorporated social-networking sites, and more specifically Facebook, into their daily lives. Facebook has received empirical attention; attention focused on what students are doing on Facebook, who its users are, and, more recently, why students access Facebook. However, researchers who have assessed motivations for accessing Facebook have emphasized how motivations are associated with certain activities, and have not simultaneously and directly examined...
Thien, Lei Mee; Razak, Nordin Abd
This study aims to examine an untested research model that explains the direct- and indirect influences of Academic Coping, Friendship Quality, and Student Engagement on Student Quality of School Life. This study employed the quantitative-based cross-sectional survey method. The sample consisted of 2400 Malaysian secondary Form Four students…
O'Brien, Joseph; Lawrence, Nicholas; Green, Kori
In seeking to prepare students to be "citizens of a culturally diverse, democratic society in an interdependent world," teachers engage students in live, online discussions about what justifies war, while at the same time grappling with the requirements to teach the memorization of people, places and isolated events. Teachers and a…
Strang, Kenneth David
This mixed-method study focuses on online learning analytics, a research area of importance. Several important student attributes and their online activities are examined to identify what seems to work best to predict higher grades. The purpose is to explore the relationships between student grade and key learning engagement factors using a large…
Ure, Christine; Gray, Jan
The purpose of the Research and Mapping for MCEECDYA Project: Student Academic Engagement was to examine the characteristics of schools with a low Index of Community Socio-Educational Advantage (ICSEA) from all jurisdictions that were identified to be making a difference to student academic and to identify the key drivers and characteristics of…
Poondej, Chanut; Lerdpornkulrat, Thanita
In the literature, the potential efficacy of the gamification of education has been demonstrated. The aim of this study was to explore the influence of applying gamification techniques to increase student engagement in learning. The quasi-experimental nonequivalent-control group design was used with 577 undergraduate students from six classes. The…
Brigman, Greg; Wells, Craig; Webb, Linda; Villares, Elizabeth; Carey, John C.; Harrington, Karen
This article describes the confirmatory factor analysis of the Student Engagement in School Success Skills (SESSS) instrument. The results of this study confirm that the SESSS has potential to be a useful self-report measure of elementary students' use of strategies and skills associated with enhanced academic learning and achievement.
Dugan, John P.; Kusel, Michelle L.; Simounet, Dawn M.
We explored transgender students' perceptions, engagement, and educational outcomes across 17 dimensions of the collegiate experience. Data were collected as part of a national study and represent a total of 91 transgender-identified college students as well as matching samples of nontransgender LGB and heterosexual peers for comparative purposes.…
Sampermans, Dorien; Isac, Maria Magdalena; Claes, Ellen
Purpose: This article assesses how different aspects of the school climate relate to students' intended future electoral engagement. Until now, political socialization researchers found evidence for a relation between formal citizenship education in school and students' participation levels. There is less consensus, however, in how multiple…
Lam, Shui-fong; Jimerson, Shane; Wong, Bernard P. H.; Kikas, Eve; Shin, Hyeonsook; Veiga, Feliciano H.; Hatzichristou, Chryse; Polychroni, Fotini; Cefai, Carmel; Negovan, Valeria; Stanculescu, Elena; Yang, Hongfei; Liu, Yi; Basnett, Julie; Duck, Robert; Farrell, Peter; Nelson, Brett; Zollneritsch, Josef
The objective of the present study was to develop a scale that is appropriate for use internationally to measure affective, behavioral, and cognitive dimensions of student engagement. Psychometric properties of this scale were examined with data of 3,420 students (7th, 8th, and 9th grade) from 12 countries (Austria, Canada, China, Cyprus, Estonia,…
Munoz, Laura; Miller, Richard J.; Poole, Sonja Martin
On the basis of experiential learning theory and Cialdini's principles of influence, two psychological streams focused on providing hands-on experiences and on effectively influencing individuals, this article identifies a typology of students to engage them in professional student organizations. Exploratory factor analysis and cluster analysis…
The aim of this study was to determine the role of semiotics in assisting young Indigenous students to engage with and identify the general structure of growing patterns. The theoretical perspective of semiotics underpinned the study. Data are drawn from two Year 3 students, including analysis of pretest questions and two conjecture-driven…
Temperato, John R.; Ferrari, Joseph R.
The current study investigated how a select group of mission-engaged, upper division students (n = 7) compared to a random sample of junior- (n = 20) and senior- (n = 20) year students in their perception of an urban, Catholic, and religious-order-sponsored university's identity. Across two years, we assessed mission identity and mission-driven…
Ferrari, Joseph R.; McCarthy, Brendan J.; Milner, Lauren A.
The present study explores the relationship between students' perception of their institution's mission identity, personal goal orientation tendencies, and the extent to which they engage in mission-driven activities. Goal orientation research categorizes student motivations in three ways: mastery orientation (MO), performance-approach (PAp)…