{"id":4611,"date":"2018-09-08T15:51:53","date_gmt":"2018-09-08T19:51:53","guid":{"rendered":"https:\/\/affiliate.wcu.edu\/cfc\/?p=4611"},"modified":"2021-06-07T11:42:51","modified_gmt":"2021-06-07T15:42:51","slug":"what-does-student-engagement-mean-in-your-discipline-2","status":"publish","type":"post","link":"https:\/\/affiliate.wcu.edu\/cfc\/blog\/2018\/09\/08\/what-does-student-engagement-mean-in-your-discipline-2\/","title":{"rendered":"What Does Student Engagement Mean in your Discipline?"},"content":{"rendered":"

\"Journal<\/a>A summer 2018 volume of New Directions for Teaching and Learning\u00a0<\/em>focuses on student engagement. Ten chapters worth!<\/span><\/p>\n

One interesting chapter, Students Engaged in Learning<\/em>, is worth a close read. (the link to the full article can be found at the bottom of this post<\/em>). The authors, Emad Ismail and James Groccia, provide a compelling structure for the chapter.<\/span><\/p>\n

The article is presented in this fashion\u2014research findings related to engagement in the cognitive domain, followed by research on engagement in the psychomotor domain, and finally, of research literature pertaining to engagement in the affective domain. Several meta-analyses are cited. Rather than delve deeply into any single research article, I thought it might be more interesting to talk about the research he cites as part of each section (after all, you can read the full article yourself). The remainder of this post presents a short summary of the research he cites related to cognitive engagement:<\/span><\/p>\n

\"Leaf\"<\/span><\/p>\n

Discipline<\/strong>: Biology<\/span>
\nTitle<\/strong>:Teaching More by Lecturing Less<\/a>
\n<\/em>Findings Snippet<\/strong>: \u201cThe results we present here indicate that even a moderate shift toward more interactive and cooperative learning in class can result in significantly higher student learning gains than achieved using a standard lecture format.\u201d<\/span>
\nAuthors<\/strong>: Knight and Wood<\/span>
\nYear<\/strong>: 2005<\/span><\/p>\n

Discipline<\/strong>: Biology<\/span>
\nTitle<\/strong>:Cooperative and Active Learning in Undergraduate Biological Laboratories at FIU– Implications to TA Teaching and Training<\/em><\/a><\/span><\/p>\n

Findings Snippet<\/strong>: Teaching assistants underwent a 2-day training workshop to implement cooperative learning and active learning techniques for Biology courses, and the results were very positive. Responses from instructors indicate \u201can increase in the cognitive level of the material communicated, learned, and assessed\u201d, in addition to \u201can increase in their [students\u2019] ability to devise and practice scientific experimentation.\u201d|<\/span>
\nAuthors<\/strong>: Penwell, Elsawa, and Pitzer<\/span>
\nYear<\/strong>: 2004<\/span><\/p>\n

\"CellDiscipline<\/strong>: Physics<\/span>
\nTitle<\/strong>:\u00a0Interactive-Engagement vs. Traditional Methods: A Six-Thousand-Student Survey of Mechanics Test Data for Introductory Physics Courses<\/em><\/a><\/span>
\nFindings Snippet<\/strong>: \u201cThe conceptual and problem-solving test results strongly suggest that the classroom use of interactive-engagement methods can increase mechanics-course effectiveness well beyond that obtained in traditional practice.\u201d<\/span>
\nAuthors<\/strong>: Hake<\/span>
\nYear<\/strong>: 1992<\/span><\/p>\n

Discipline<\/strong>: Physics<\/span>
\nTitle<\/strong>:\u00a0Can Students Learn from Lecture Demonstrations?<\/em><\/a><\/span>
\nFindings Snippet<\/strong>: \u201cStudents who had a chance to predict an outcome of a demonstration prior to seeing the demonstration achieved a significantly higher success rate of 25% to 35%.\u201d<\/span>
\nAuthors<\/strong>: Milner-Bolton, Kotlicki, Rieger<\/span>
\nYear<\/strong>: 2007<\/span><\/p>\n

\"HumanDiscipline<\/strong>: Psychology<\/span>
\nTitle<\/strong>:Keeping it Short and Sweet: Brief, Ungraded Writing Assignments Facilitate Learning<\/a>
\n<\/em>Findings Snippet<\/strong>: \u201cThese results suggest that in-class writing and discussion improved performance on factual and conceptual multiple-choice exam questions, beyond any gain from time for in-class thinking and discussion.\u201d<\/span>
\nAuthors<\/strong>: Drabick, Weisberg, Paul, and Bubier<\/span>
\nYear<\/strong>: 2007<\/span><\/p>\n

\"PhysicalDiscipline<\/strong>: Physical Chemistry<\/span>
\nTitle<\/strong>:\u201cI Believe I Will Go Out of This Class Actually Knowing Something\u201d: Cooperative Learning Activities in Physical Chemistry<\/a>
\n<\/em>Findings Snippet: <\/strong>\u201cWe found that cooperative learning activities move students away from rote learning strategies and toward more meaningful strategies which allowed them to integrate concepts over the entire semester.\u201d<\/span>
\nAuthors<\/strong>: Towns, Grant<\/span>
\nYear<\/strong>: 1997<\/span><\/p>\n

\"TwoDiscipline<\/strong>: Human Resource Management<\/span>
\nTitle<\/strong>:The Immediate Feedback Assessment Technique (IF-AT): An\u00a0<\/a><\/em>Innovative Teaching Technique for Human Resource Management Students<\/a>
\n<\/em>Fin<\/strong>dings Snippet<\/strong>: \u201c\u2026through the use of Team Based Learning and the incorporation of the IF-AT students\u2019 skills in the areas of communication, overall learning, cognitive and interpersonal skills through the use of teams or groups of students was enhanced. Authors<\/strong>: Blackman, Michaelsen, Knight, and Fink<\/span>
\nYear<\/strong>: 2004<\/span><\/p>\n

\"Statistics\"Discipline<\/strong>: Statistics<\/span>
\nTitle<\/strong>:Evaluating an Active Learning Approach to Teaching Introductory Statistics: A classroom workbook approach<\/a>
\n<\/em>Findings Snippet<\/strong>: \u201cThe activity based curriculum evaluated here produced significant positive changes in students\u2019 attitudes toward statistics. Specifically, after experiencing the workbook curriculum students liked statistics more and were more confident in their ability to perform and understand statistics.\u201d<\/span>
\nAuthors<\/strong>: Carlson and Winquist<\/span>
\nYear<\/strong>: 2011<\/span><\/p>\n

\"RobotDiscipline<\/strong>: STEM<\/span>
\nTitle<\/strong>:Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering, and Technology: A Meta-Analysis<\/em><\/a><\/span>
\nFindings Snippet: <\/strong>\u201cThe meta-analysis demonstrates that various forms of small-group learning are effective in promoting greater academic achievement, more favorable attitudes towards learning, and increased persistence\u2026.\u201d<\/span>
\nAuthors<\/strong>: Springer, Stanne, and Donovan<\/span>
\nYear<\/strong>: 1999<\/span><\/p>\n

Discipline<\/strong>: STEM<\/span>
\nTitle<\/strong>:Active Learning Increases Student Performance In Science, Engineering, And Mathematics<\/a>
\n<\/em>Findings Snippet<\/strong>: A meta-analysis of 225 studies discovers that (on average, based on effect size) student performance on exams and concept inventories increased by .47 SDs when faculty utilized active learning strategies and methods (n=158 studies).<\/span>
\nAuthors<\/strong>: Freeman et al.<\/span>
\nYear:<\/strong>2014<\/span><\/p>\n

\"HumanDiscipline<\/strong>: Human Physiology<\/span>
\nTitle: <\/strong>The Effect of Active Learning on Student Characteristics in a Human Physiology Course for Nonmajors<\/a><\/em><\/span><\/p>\n

Findings Snippet<\/strong>: \u201cStudents in a treatment group [taught using a continuum-based, actdive-learning model] acquired significantly more content knowledge and were significantly more efficacious than students in the control groups [taught using traditional didactic lecture methods].\u201d<\/span>
\nAuthor<\/strong>: Wilke<\/span>
\nYear<\/strong>: 2003<\/span><\/p>\n

William Buskist, a co-editor in this volume, presents in a most familiar way the issue of student engagement that many of us are struggling with:<\/span><\/p>\n

Are there universal principles of instilling student engagement that apply across students, disciplines, and institutional settings, and if so, what are they? Do these principles similarly or differentially affect the domains of doing, feeling, and thinking? Once students become engaged, what are the most effective methods of keeping them engaged throughout the remainder of their college careers in terms of doing, feeling, and thinking?<\/span><\/p>\n

Thankfully, the research provided in this chapter illustrates that yes, universal principles do exist.<\/span><\/p>\n

The full article is available here<\/a><\/strong>.<\/span><\/p>\n

Icons courtesy of icons8<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"

A summer 2018 volume of New Directions for Teaching and Learning\u00a0focuses on student engagement. Ten chapters worth! One interesting chapter, Students Engaged in Learning, is worth a close read. 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