National Survey of Student Engagement
Summit Meeting
January, 2003

How can faculty help you to become more engaged in your learning?

(Numbers in parentheses equal number who commented in a similar fashion.)

 -- Teaching Style:
    • Have more class discussions and less straightforward lectures. (10)
    • Use a variety of techniques in class rather than sticking to either lecture/or discussion. Some teachers use a great variety and make attending class worthwhile. Use creative approaches.  (7)
    • Ask questions; foster an atmosphere where questions are encouraged, even necessary to class structure. (6)
    • Push me to speak and be involved in class. (2)
    • Encourage independent thought instead of constant lecture. (2)
    • When lecturing, pause to find out how students are getting and holding the information.
    • Teach what we need to know and test us on what we are learning.
    • Recognize that everyone learns differently. Tailoring the class to the students’ learning styles, varying the teaching methods, etc.
    • Keep educating themselves on the different learning styles of students and how they can provide more opportunities to learn.
    • Use visual aids that students can really focus on.
    • It can be tough for faculty members to ask questions and get blank stares, but call randomly on people. Nobody likes to answer all the questions.
    • Faculty can help the learning process through offering multiple explanations of something to promote understanding.
    • Stay on subject most of the time. There is nothing worse than preparing for a class and then having it not discussed in class.
    • Encourage outside study groups.

-- Communication Behaviors/Approach:
    • Be excited, enthusiastic, and encouraging. Have a generally happy and friendly attitude. (8)
    • Become more engaged with the student. (4)
    • They need to be interested in the topic. (3) They have to show that they want us to learn. That should be their challenge.
    • Be more open-minded to other views. (3)
    • Don’t be condescending.  Don’t try to intimidate students on purpose. (2)
    • Expect only the best from their students. The more I am challenged with difficult material, the better I do. (2)
    • Be more supportive in their approach instead of trying “to act hard.”

-- Class Content:
    • Take obscure or difficult concepts and show how they have relevance outside academia. Attempt to give real life meaning to some subjects (this will never be possible with calculus, but it would help with some others). (6)
    • Have daily quizzes and assignments to check student progress. (4)
    • Group work (with people you are comfortable with) helps because then you discuss ideas and concepts. (2)
    • Work on connecting coursework in one class to another. (2)
    • They should run classes as seminars and encourage more individual or group learning without direct structure put in place by the faculty member. When the class is in free discussion, students are more likely to make new connections.
    • Know what the students expect from the class.
    • Be aware of student interest differences. Solicit information and opinions from the students and reinforce student feedback with positive responses.
    • Be more flexible with the curriculum to relate it to student perspective.
    • Present assignments that are meaningful and realistic to engage our attention and focus on the task to be learned.
    • No group work! I don’t like to depend on others.

-- Technology:
    • Have more interactive classrooms (i.e. smartboards).
    • Use ERes for outlines and study guides. E-mail questions.

-- General Questions and Comments:
    • Keep class sizes small.