Kenneth C. Green, The Campus Computing Project, Moderator Christy Price, Dalton State College & Carey Roberts, Arkansas Tech University, Panelists The intellectual roots of the current conversation about student engagement can be traced to the 1984 Involvement in Learning report of the US Department of Education’s Study on the Conditions of Excellence in Postsecondary Education. The Involvement report challenged faculty and institutions to recognize and to leverage the importance of student “involvement” and motivation in the postsecondary experience. Over the past 26 years, the concept of student involvement has morphed into efforts to foster student engagement: campuses and curricular content providers now strive to develop and provide learning experiences and course materials that are “sticky” — that draw students in and reinforce their motivation to learn. The panel session will highlight initiatives that have successfully fostered student engagement, with particular attention to millennial learners

2. STUDENT ENGAGEMENT
mAKING THE STUDENT EXPERIENCE “STICKY”
CHRISTY PRICE CAREY ROBERTS
Professor of Psychology Assoc. Prof. of History &
Dalton State College, GA Coordinator, Univ. Assessment
Arkansas Tech University
CASEY GREEN - moderator
Founding Director
The Campus Computing Project
5 March 2013

3. Context
The ORIGINS OF
STUDENT ENGAGEMEnt
• 1984 Study Group on the Conditions of
Excellence in American Higher Education
• ED follow-up to “Nation at Risk” Report
• Panel opted for a decidedly different
tone and tenor than “Nation at Risk.”
• Promoted the the concept of “student
involvement”, including institutional,
faculty, and student responsibilities

4. Context
WHY ENGAGEMENt?
• Engaged students are more likely to
perform well academically, have higher
retention and degree completion rates,
and report greater satisfaction with their
college experience
• Instructional and institutional variables
can enhance engagement
• Increasingly important in both on-campus
and online learning experiences

5. Traveling to Share Research
Engaging & Motivating Modern Learners
Christy Price • Dalton State College

6. The Student Perspective on Professors
Some comments are clearly negative…
“She acted like she
knew more
than the students.”
Rejection of Hierarchy &
No Value of Information for Information’s Sake

7. The Student Perspective on Professors
Some comments are difficult to classify…
“I failed a quiz because I didn’t
realize he was teaching.
I thought he was just talking.”
Attentions Issues resulting from Multimedia Culture

8. The Student Perspective on Professors
Some comments are difficult to classify…
“If I only had one hour to live
I would spend it with my Professor…
Because he can make
an hour
seem like a LIFETIME!”

9. IS THERE
Will What We Do
Make a Difference?

10. How Many Students
AGREED
Teaching Methods
& Characteristics of
Professors Influence
my Motivation? YES!
We
A. 36% Have
B. 54%
C. 67%
The
D. 79% Power
E. 98%
n=201

11. GIRL SCOUTS
Because Next Time,
You’ll Just Buy the Darn Cookies!

12. 5. Utilize Team-Based Learning
or Group Work

13. 4. Create a RELAXED & enjoyable
Non-Authoritarian Learning Environment

14. 3. Address RELEVANCE
Create a Reason to Care or a Mystery?

15. 2. Embed MULTIMEDIA & other VISUALS

16. 1. Use a VARIETY of
ACTIVE & PARTICIPATORY
Pedagogies of Engagement

17. Teaching Methods & Student Learning
Students are:
5% Lecture
Digital
10% Reading
Passive
Learning
20% Audio-Visual Solutions
30% Demonstration Allow
Active for
50% Discussion APPLICATION
75% Application
90% Peer Teaching
Sousa (2001) pg. 95 - According to research at The National Training Lab – Bethesda, Maryland
17

18. Overcoming the Big
Problems
Carey M. Roberts
Professor of History
Arkansas Tech University

19. The Big Problems
• Time
• Student Interest
• Compliance

20. Student time management
• 19.7 million college students
• 71% worked in 2011
• Almost 15% worked 35+ hours
U.S. Census Bureau, School Enrollment and Work Status, 2011

21. Did Older Technology Help Us?
• First Innovations
• Digital vs. electronic delivery
• Learning Content Management Systems

22. Key Technologies that Make
a Difference
• Interactive eBooks
• Assignments designed to delivery content
• Screen casting

23. What Technology Best
Helps Faculty?
• Engages Students
• Saves Time
• Linked to Student Outcomes
• Robust Reporting

24. Too Much Information
• Less Is Best
• Student Time Management
• Focus on Key Learning Goals

25. Let’s Discuss!!

26. Contact Information
CHRISTY PRICE CAREY ROBERTS CASEY GREEN
Dalton State College, GA Arkansas Tech University Campus Computing Project
cprice@daltonstate.edu croberts@atu.edu cgreen@campuscomputing.net