Why Student Engagement?
When students are actively engaged they are more likely to learn, persist with their studies and attain their goals. The outcomes associated with student engagement align with the goals of Achieving the Dream: student progression, retention and success. As an Achieving the Dream institution, CCAC is committed to helping more students reach their goals.
The tool kit was created by members of the Achieving the Dream committee to provide simple techniques that can be easily applied in the classroom to improve student engagement in five areas.
Active and Collaborative Learning—the extent to which students participate in class, interact with other students and extend learning outside the classroom.
Student Effort—time on task, preparation and use of student services.
Academic Challenge—the extent to which students engages in challenging mental activities and the quantity and rigor of their academic work.
Student-Faculty Interaction—Student-faculty interaction is one of the most powerful forms of student engagement. It is strongly related to long-term persistence measures like the number of terms enrolled and the number of credit hours completed. CCSSE defines student-faculty interaction as the extent to which students and faculty communicate about academic performance, career plans, course content and assignments. This is a collection of resources for encouraging more meaningful interactions with students.
Support for Learners—students’ perceptions of their college and its services.
To access this service, log onto www.ccac.edu and click on the CCAC Central E-services button, enter user ID and password and choose Early Intervention.
If you have an idea you would like to add to the tool kit, please contact Mary Kate Quinlan
Think, pair, share is a simple technique for generating group discussion. It allows students to state their views and hear the views of others without dedicating a lot of class time to group work.
Other Uses—This technique is a useful way to identify prior knowledge when introducing a topic. Ask students to discuss what they know about the topic at the start of class. It could also be combined with the “Muddiest Point” at the end of a session. Ask students to discuss the least clear or most confusing aspect of the lesson.
The memory matrix is a simple table used to organize information and illustrate relationships. It assesses recall of information and the ability to organize that information.
Create a table with row and column headings for organizing important information
Example from Classroom Assessment Techniques
Spanish Verb Ending
This technique works well in introductory courses. It can be used after lectures, reading assignments or presentation. (For more information about the memory matrix, including examples, see page 142 in Classroom Assessment Techniques by Angelo and Cross available in the campus libraries.)
Tossed salad is a technique used by facilitators to ensure participation in meetings. This adaptation could be used at the beginning of the semester as a way to involve students in defining the expectations for student effort.
Students will have a better understanding of the behaviors expected of them if they have a chance to participate in the discussion.
Ask students to provide brief written responses to one or two questions. Students write their anonymous responses on index cards or half-sheets of paper.