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Journal articles on the topic 'Student interest and engagement'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Pliner, Erika M., April A. Dukes, Kurt E. Beschorner, and Arash Mahboobin. "Effects of Student Interests on Engagement and Performance in Biomechanics." Journal of Applied Biomechanics 36, no. 5 (2020): 360–67. http://dx.doi.org/10.1123/jab.2020-0029.

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There is a need for pedagogical techniques that increase student engagement among underrepresented groups in engineering. Relating engineering content to student interests, particularly through biomechanics applications, shows promise toward engaging a diverse group of students. This study investigates the effects of student interests on engagement and performance in 10th grade students enrolled in a summer program for students underrepresented in the science, technology, engineering, and mathematics fields. The authors assessed the effects of interest-tailored lectures on student engagement a

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Kahu, Ella, Karen Nelson, and Catherine Picton. "Student interest as a key driver of engagement for first year students." Student Success 8, no. 2 (2017): 55–66. http://dx.doi.org/10.5204/ssj.v8i2.379.

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Much has been written about the challenges faced by first year students at university. This paper adds to that literature by exploring student interest, known to be associated with persistence and learning. Using data from a qualitative study following 19 students through their first year at a regional Australian university, the paper examines the antecedents and consequences of student interest. Findings show the students’ existing individual interests and goals interact with the teaching environment to trigger situational interest. Situational interest then enhances behavioural and cognitive

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Abbott, Amy L. "Fostering student interest development: An engagement intervention." Middle School Journal 48, no. 3 (2017): 34–45. http://dx.doi.org/10.1080/00940771.2017.1297666.

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Kobylinski, Chris. "Student Feedback On The Effectiveness Of Using A WebQuest For An Integrative Skills Course In A Korean University." Contemporary Issues in Education Research (CIER) 7, no. 1 (2014): 63. http://dx.doi.org/10.19030/cier.v7i1.8399.

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This paper focuses on the students feedback after their participation in a WebQuest research project and aims to determine if the format of a WebQuest enhances student interest and engagement with a text compared to a traditional reading. It was hypothesized that students would respond favorably to this format, and that the increased engagement would lead to greater motivation; however, after analyzing student feedback, it was determined that the format alone wasnt successful in promoting student interest and some modifications would be necessary to increase student engagement and motivation.

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Silinsky Krupnikova, Sonia, Timothy Brady, Michael Sheppard, N. Andrew LaCombe, Derek Jones, and Victoria K. Shanmugam. "Impact of a Student-Led Rheumatology Interest Group on Medical Student Interest in Rheumatology." International Journal of Rheumatology 2019 (February 24, 2019): 1–4. http://dx.doi.org/10.1155/2019/4892707.

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Objectives. This observational study was designed to evaluate the impact of a student-led Rheumatology Interest Group on medical student interest in rheumatology. Methods. The mean numbers of student-rheumatology interactions per six months were assessed for elective enrollment, abstract submissions, and manuscripts, in the pre- and postinterest group period. Results. Enrollment in the rheumatology elective increased from 2.0 ± 0.36 per six months in the preintervention period to 6.2 ± 1.24 per six months in the postintervention period (p=0.0064). Abstract submissions increased from 0.5 ± 0.34

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Ding, Haiyong, Haichun Sun, and Ang Chen. "Impact of Expectancy-Value and Situational Interest Motivation Specificity on Physical Education Outcomes." Journal of Teaching in Physical Education 32, no. 3 (2013): 253–69. http://dx.doi.org/10.1123/jtpe.32.3.253.

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To be successful in learning, students need to be motivated to engage and learn. The domain-specificity motivation theory articulates that student motivation is often determined by the content being taught to them. The purpose of this study was to extend the theory by determining domain-specificity of situational interest and expectancy-value motivation in terms of engagement and achievement outcomes in physical education. A random student sample (N = 346) from eight Chinese middle schools provided data of situational interest, expectancy-value, engagement, and knowledge and skills acquired. R

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Otundo, Joseph Opiri, and Alex C. Garn. "Student Interest and Engagement in Middle School Physical Education: Examining the Role of Needs Supportive Teaching." International Journal of Educational Psychology 8, no. 2 (2019): 137. http://dx.doi.org/10.17583/ijep.2019.3356.

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This study examines the complexities of the social learning environment in middle school physical education. Specifically, we investigate the independent and interactive predictive effects of situational interest and needs supportive teaching on students’ personal interest and class engagement. Middle school students (N = 388) in compulsory physical education courses completed questionnaires on situational interest, needs supportive teaching, personal interest, and behavioral and emotional engagement. Results from structural equation modeling tests revealed independent predictive effects of si

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8

Mazer, Joseph P. "Validity of the Student Interest and Engagement Scales: Associations with Student Learning Outcomes." Communication Studies 64, no. 2 (2013): 125–40. http://dx.doi.org/10.1080/10510974.2012.727943.

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Mazer, Joseph P. "Development and Validation of the Student Interest and Engagement Scales." Communication Methods and Measures 6, no. 2 (2012): 99–125. http://dx.doi.org/10.1080/19312458.2012.679244.

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Broeckelman-Post, Melissa Ann, Angelica Tacconelli, Jaime Guzmán, Maritza Rios, Beverly Calero, and Farah Latif. "Teacher Misbehavior and its Effects on Student Interest and Engagement." Communication Education 65, no. 2 (2015): 204–12. http://dx.doi.org/10.1080/03634523.2015.1058962.

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Lightcap, Tracy. "Creating Political Order: Maintaining Student Engagement through Reacting to the Past." PS: Political Science & Politics 42, no. 01 (2009): 175–79. http://dx.doi.org/10.1017/s1049096509090167.

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ABSTRACTSurveys indicate that there is more interest today in politics among college students than has been the case in the recent past. This article describes a multidisciplinary freshman seminar aimed at using that interest to promote student engagement and the Reacting to the Past simulations at the course's center.

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Yuhaniz, Mayamin, Nor Syamimi Samsudin, Iznny Ismail, and Mohd Zikri Mohd Zaki. "Student Engagement, Collaboration and Critical Thinking through a Board Game Module in an Architecture History Class." Idealogy Journal 3, no. 2 (2018): 79–86. http://dx.doi.org/10.24191/idealogy.v3i2.77.

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A module of producing and playing board games was piloted to increase students’ interest towards an architecture history class. Five classes adopted the module but only one class was studied for student engagements, the collaboration between peers and the presence of critical thinking. The investigation was collected through a questionnaire survey, in-depth interview and observation. The study concluded students were more active and engaging towards the class and outside of class. It was found the students to build and appreciate the collaborations developed between their classmates. The stude

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Michael Klipfel, Kevin. "Authentic engagement." Reference Services Review 42, no. 2 (2014): 229–45. http://dx.doi.org/10.1108/rsr-08-2013-0043.

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Purpose – The purpose of this case study is to measure the impact of authenticity – the operation of one’s true self in one’s daily activities – on student engagement and learning in the context of information literacy instruction. Design/methodology/approach – The study was conducted during information literacy instruction for English 105 classes at the House Undergraduate Library at the University of North Carolina at Chapel Hill. A classroom modeling exercise was developed to help students choose authentic topics of interest. Students then filled out a questionnaire to assess whether choosi

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Linvill, Darren. "Student Interest and Engagement in the Classroom: Relationships with Student Personality and Developmental Variables." Southern Communication Journal 79, no. 3 (2014): 201–14. http://dx.doi.org/10.1080/1041794x.2014.884156.

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Yunkyoung Cho. "The Effect of Teachers’ and College Students’ Communication Behaviors on Student Interest and Engagement." Journal of Communication Research 54, no. 2 (2017): 224–58. http://dx.doi.org/10.22174/jcr.2017.54.2.224.

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Bangert-Drowns, Robert L., and Curtis Pyke. "A Taxonomy of Student Engagement with Educational Software: An Exploration of Literate Thinking with Electronic Text." Journal of Educational Computing Research 24, no. 3 (2001): 213–34. http://dx.doi.org/10.2190/0ckm-fktr-0cpf-jlgr.

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Readers of the information age increasingly resort to “texts” that are stored, organized, and accessed electronically and rely on symbol systems other than alphanumeric. In schools, multimedia software and hypertexts are increasingly common documents from which students learn. This study sought to document instances of “high” literacy, literate thinking, among elementary school students as they worked with common computer software in the course of their normal school day. Seven distinct forms of engagement emerged to categorize students' work, and these were arranged in order of complexity: di

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Fisher, Garrett. "Pure pedagogy: educational tools to maintain student interest and engagement in language courses." Revista Comunicación 26, no. 1-17 (2017): 5–13. http://dx.doi.org/10.18845/rc.v26i1-17.3319.

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In 2017, language educators are considering the best ways to educate students because ofthe increase in technology use. This article addresses three topics that language instructorsfrequently consider: (1) the use of technology with current students, (2) appropriate methods and technologies for use with current generations, and (3) the implementation of change to increase student engagement. This article argues that engagement is a critical aspect in language classrooms and knowledge of current students, technology, and second language teaching methods can help maintain interest and participat

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Li, Ming, Lingyun Yu, Yu Qin, Peng Lu, and Xiaohui Zhang. "College Student Academic Motivation and Engagement in the College English Course." Theory and Practice in Language Studies 6, no. 9 (2016): 1767. http://dx.doi.org/10.17507/tpls.0609.07.

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This research examined the relationship between student academic motivation and engagement in the college English course. Based on the current study on communicative language teaching, student academic motivation, and engagement, we hypothesized that student motivation in the English course could predict their engagement. We used the MUSIC model of academic motivation inventory (Jones, 2016b) to explore students’ course perceptions, and we added engagement items to the survey. The participants were 101 first-year college students who were enrolled in this English course. The descriptive statis

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Szeto, Anne, Jess Haines, and Andrea C. Buchholz. "Impact of an Optional Experiential Learning Opportunity on Student Engagement and Performance in Undergraduate Nutrition Courses." Canadian Journal of Dietetic Practice and Research 77, no. 2 (2016): 84–88. http://dx.doi.org/10.3148/cjdpr-2015-038.

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We examined the impact of an optional experiential learning activity (ELA) on student engagement and performance in 2 undergraduate nutrition courses. The ELA involved completion of a 3-day food record, research lab tour, body composition assessment, and reflective take-home assignment. Of the 808 students in the 2 courses (1 first-year and 1 second-year course), 172 (21%) participated. Engagement was assessed by the Classroom Survey of Student Engagement (CLASSE), and performance was assessed by percentile rank on midterm and final exams. Students’ perceived learning was assessed using a sati

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Emblen-Perry, Kay. "Enhancing student engagement in business sustainability through games." International Journal of Sustainability in Higher Education 19, no. 5 (2018): 858–76. http://dx.doi.org/10.1108/ijshe-05-2017-0075.

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Purpose This paper aims to explore the value students place on the sustainable strategies game (SSG) which seeks to improve student engagement in business sustainability through enhanced game-based learning. This game provides an alternative collaborative learning environment to the traditional instructivist approach to enrich Education for Sustainability (EfS) learning experiences and enhance student engagement. Design/methodology/approach Students’ reflections on their game-based learning experiences and suggestions for game development were collected through a short qualitative survey. Resu

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Geraghty, Joseph R., Alexandria N. Young, Tiffani D. M. Berkel, et al. "Empowering medical students as agents of curricular change: a value-added approach to student engagement in medical education." Perspectives on Medical Education 9, no. 1 (2019): 60–65. http://dx.doi.org/10.1007/s40037-019-00547-2.

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AbstractOne area in which medical students can add significant value is medical education, and involving them as key stakeholders in their education can have a profound impact on students and the institutions that serve them. However, detailed descriptions of the structure, implementation and quality of programs facilitating student engagement are lacking. We describe the structure of a novel student engagement program at the University of Illinois College of Medicine-Chicago (UICOM-Chicago) known as the Student Curricular Board (SCB). We surveyed 563 medical students across all levels of trai

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Hidayat, Dylmoon, Tina Kim, Tanti Listiani, and Agustina Reni Setianingsih. "Adolescence Student Behavioral Engagement In Mathematics Class." JPI (Jurnal Pendidikan Indonesia) 8, no. 2 (2019): 244. http://dx.doi.org/10.23887/jpi-undiksha.v8i2.16927.

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Mathematics becomes one of many subjects which shows low student engagement. This paper aims to understand students’ attitudes toward school and mathematics, the impact of student behavioral engagement, influential factors, obstacles in promoting student behavioral engagement, and how to promote student behavioral engagement. Students’ interests of school decrease in high school. Behavioral engagement impacts academic achievement, meaning of learning, and self-esteem. Influential factors of student behavioral engagement are motivation, the role of parents and teachers, and peer support. Obstac

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Wood, J. Luke, and Christopher B. Newman. "Predictors of Faculty–Student Engagement for Black Men in Urban Community Colleges: An Investigation of the Community College Survey of Men." Urban Education 52, no. 9 (2015): 1057–79. http://dx.doi.org/10.1177/0042085915623343.

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This research focuses on factors predicting faculty–student engagement for Black male collegians. In this study, the authors investigated whether students’ perceptions of racial/gender stereotypes had a moderating effect on the determinants of engagement with faculty. The sample population was derived from 16 urban community colleges located across four states. A total of 340 Black men participated in the Community College Survey of Men. Degree utility and intrinsic interest were both found to be positive determinants of faculty–student engagement. The variable with the most significant contri

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Zepke, Nick, and Linda Leach. "A critical reflection on a research partnership." Student Success 9, no. 3 (2018): 1–12. http://dx.doi.org/10.5204/ssj.v9i3.452.

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This critical reflection asks what contributions a research partnership, active between 1997 and 2014, made to knowledge about student learning in higher education. It focuses on three overarching projects. The first, on assessment, addressed ways to empower students in assessment processes and make them fairer for students from diverse backgrounds. The second, on student retention and success, identified ways for students to integrate into higher education while also advocating that institutions adapt their cultures and practices to meet the needs of students from diverse backgrounds. The thi

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Melati, Inaya Sari, and Harnanik Harnanik. "An Analysis of Student Engagement for Online Microeconomics Class Based on ELED." Dinamika Pendidikan 16, no. 1 (2021): 33–43. http://dx.doi.org/10.15294/dp.v16i1.29568.

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This study aims to analyze the factors affecting student engagement in Microeconomics online classes based on E-Learning Engagement Design (ELED). This study applied a mixed method with a sequential model. The study population included all students of the Department of Economics Education UNNES who took online courses in Microeconomics and Microeconomics 1, both regular and international classes, with a total of 320 students and 4 lecturers handled the classes. The results showed that situational interest, personal significance, mastery of self-talk and mastery of self-talk for performance had

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Mazer, Joseph P. "Associations Among Teacher Communication Behaviors, Student Interest, and Engagement: A Validity Test." Communication Education 62, no. 1 (2013): 86–96. http://dx.doi.org/10.1080/03634523.2012.731513.

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Mac Iver, Martha Abele, and Douglas J. Mac Iver. "“STEMming” the Swell of Absenteeism in the Middle Years: Impacts of an Urban District Summer Robotics Program." Urban Education 54, no. 1 (2015): 65–88. http://dx.doi.org/10.1177/0042085915618712.

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This article reports findings from a quasi-experimental study of the impact of a summer robotics program for urban middle-grade students. The study focuses on student engagement, measured by school attendance rate the year following the program. Program students, who were nearly all low-income minority students, were matched to comparison students who did not attend summer school. After establishing baseline equivalence in attendance between the groups, the study found a statistically and educationally significant program effect on school attendance the following year, suggesting that high-int

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Chad, Paul. "The Use of Team-Based Learning as an Approach to Increased Engagement and Learning for Marketing Students." Journal of Marketing Education 34, no. 2 (2012): 128–39. http://dx.doi.org/10.1177/0273475312450388.

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Marketing educators are often faced with poor preclass preparation by students, declining student interest in attending classes as the semester progresses, and student complaints regarding previous bad experiences with team assessment activities. Team-based learning (TBL) is an innovative teaching strategy using semiformalized guidelines aimed to enhance student engagement and improve teamwork and, hence, overcome the typical problems faced by educators. This case study examines the first-time use of TBL in a postgraduate marketing subject at an Australian university. The results indicate that

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Khodaeifaal, Solmaz. "Student Engagement: Enhancing Students’ Appreciation for Learning and Their Achievement in High Schools." International Journal of Education 9, no. 3 (2017): 67. http://dx.doi.org/10.5296/ije.v9i3.11678.

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Students’ perspectives and ideas related to classroom learning seem to be mostly ignored in high schools. Not only does this issue result in both teachers and students struggling in the process of teaching and learning, but students also fail to appreciate the intrinsic value of the curriculum content. It is therefore important to explore the significance of student engagement on their appreciation of learning as well as any positive effects that it might have on their success. This paper has two main aims. First, it provides an overview of the consequence of student engagement and why attendi

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Wolf, Shaya, Andrea Carneal Burrows, Mike Borowczak, Mason Johnson, Rafer Cooley, and Kyle Mogenson. "Integrated Outreach: Increasing Engagement in Computer Science and Cybersecurity." Education Sciences 10, no. 12 (2020): 353. http://dx.doi.org/10.3390/educsci10120353.

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Research on innovative, integrated outreach programs guided three separate week-long outreach camps held across two summers (2018 and 2019). These camps introduced computer science through real-world applications and hands-on activities, each dealing with cybersecurity principles. The camps utilized low-cost hardware and free software to provide a total of 84 students (aged 10 to 18 years) a unique learning experience. Based on feedback from the 2018 camp, a new pre/post survey was developed to assess changes in participant knowledge and interest. Student participants in the 2019 iteration sho

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Kusuma, Yossi Indra, Gandes Retno Rahayu, and Savitri Shitarukmi. "Intergrating Problem-Based Learning and Team-Based Learning (PITBL) in Nursing Students: A Pilot study." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 6, no. 3 (2017): 171. http://dx.doi.org/10.22146/jpki.32222.

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Background: Change seems to be a constant in education. The shifting paradigm from teacher-centered to student-centered impact on demands of medical and health professions education institution to undertake curricullum reform. The development of PBL requires the provision of resources needed for its implementation. The emergence of newly developed method, TBL, garnered interest because of its potential to promote active learning without requiring large numbers of resources. The integration of these two methods can complement each deficiencies with their advantages, so it can optimize student l

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Che, Yan Long. "Study and Analysis of College Student Extracurricular Sports Activity." Advanced Materials Research 971-973 (June 2014): 2637–40. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2637.

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This paper studies current engagement of college students in extracurricular sports activity and analyzes factors influencing such engagement in sports activity. Most students take an active part in extracurricular sports activity but with low frequency and short time in physical exercise. For this reason, this paper provides a reasonable analysis in accordance with current engagement of college students in extracurricular sports activity and the actual situation in the hope to make students know the benefits of engagement in extracurricular sports activity, improve students' interest and enth

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Suvorova, E. Yu. "The digital generation: New educational needs." Informatics and education, no. 6 (September 26, 2021): 38–42. http://dx.doi.org/10.32517/0234-0453-2021-36-6-38-42.

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The article discusses the pedagogical feasibility of using innovative intellectual immersive technologies in the educational process, corresponding to the pace and needs of digital society development. The features of teaching the digital generation of students are highlighted. The specificity of educational and cognitive activity and the peculiarities of the development of cognitive interest in future IT-specialists in the process of studying specialized disciplines are determined. It is proposed to consider a constructivist approach to learning, which implies the creation of a modal, functio

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Ibarra, Blanca, and Pierre Lu. "Maintaining Middle School Students’ Engagement in Virtual Learning Environments." Frontiers of Contemporary Education 2, no. 2 (2021): p1. http://dx.doi.org/10.22158/fce.v2n2p1.

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The current COVID-19 pandemic has created many challenges for teachers as they transition to teaching in virtual learning environments. Virtual learning environments have forced educators to adapt teaching strategies and become creative and innovative to maintain student engagement (Korkmaz & Toraman, 2020). Middle school social studies teachers have always dealt with a lack of student interest in learning history, and the current instructional setting is requiring a reimagined teacher craft to deliver high-quality instruction. The interaction between students and teachers often depends on

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Herrera, Felisha A., Judith W. Hernández Chapar, and Gabriela Kovats Sánchez. "Connecting through Engagement: Latinx Student-Faculty Interaction in Community College." Association of Mexican American Educators Journal 11, no. 2 (2017): 65. http://dx.doi.org/10.24974/amae.11.2.350.

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Student engagement with faculty has received increased attention from scholars and practitioners alike. However, much of the focus has been on the engagement experiences of students enrolled at four-year institutions, often excluding the experiences of Latinx1 students enrolled at two-year public institutions. The present study centers faculty, who are situated within positions of power, as institutional agents (Stanton-Salazar, 2011) and examines their formal and informal contacts with Latinx students who began higher education at community colleges. This study utilizes data from the 2004–09

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Greene-Clemons, Cheresa Denae. "Perceptions of technology engagement on culturally responsive pre-service teachers." Journal for Multicultural Education 10, no. 3 (2016): 339–53. http://dx.doi.org/10.1108/jme-01-2016-0006.

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Purpose The purpose of this study is to serve as an exploration of technology engagement on culturally responsive pre-service teachers. In an effort to increase interests of PK–12 students of diverse populations in science, technology, engineering and mathematics (STEM) education, many will need opportunities and introductions presented from their PK–12 teachers. Thus, as a part of teaching in the twenty-first century, PK–12 teachers play an intricate role in sparking beginning and continuing interest in technology. This is especially important for students who may not have the opportunity to

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Harris, Suzanne C., Derek Yates, Michael Patel, and Khushboo Patel. "Student engagement and perceptions of stigmatizing views in a mental health–focused collegiate organization." Mental Health Clinician 7, no. 5 (2017): 187–93. http://dx.doi.org/10.9740/mhc.2017.09.187.

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Abstract Introduction: While often unintentional, stigma associated with mental health remains prevalent among health care professionals and is implicated in treatment disparities between patients with and without mental disorders. Pharmacists and pharmacy students have also been previously described as prone to discomfort interacting with this population. The purpose of this study was to evaluate stigma, student involvement in mental health activities, and student interest in psychiatric pharmacy. Methods: An anonymous, voluntary online survey was open to all student chapters in a mental heal

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Yulia, Made Frida, Gunadi Harry Sulistyo, and Bambang Yudi Cahyono. "Affective engagement in academic reading: What EFL student teachers reveal." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (2020): 791. http://dx.doi.org/10.11591/ijere.v9i3.20635.

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Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in EFL learning environment where English reading is seen as something daunting. Academic reading engagement is essentially determined by a number of dimensions, one of which is affective dimension. This research aims to portray the affective dimension

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Borzea, Dana, and Alan K. Goodboy. "When Instructors Self-Disclose but Misbehave: Conditional Effects on Student Engagement and Interest." Communication Studies 67, no. 5 (2016): 548–66. http://dx.doi.org/10.1080/10510974.2016.1212912.

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Mazer, Joseph P. "Associations among classroom emotional processes, student interest, and engagement: a convergent validity test." Communication Education 66, no. 3 (2016): 350–60. http://dx.doi.org/10.1080/03634523.2016.1265134.

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Sample McMeeking, Laura B., Andrea E. Weinberg, Kathryn J. Boyd, and Meena M. Balgopal. "Student Perceptions of Interest, Learning, and Engagement from an Informal Traveling Science Museum." School Science and Mathematics 116, no. 5 (2016): 253–64. http://dx.doi.org/10.1111/ssm.12176.

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Holmes, Amy F., and Stephanie J. Rasmussen. "Using Pinterest to stimulate student engagement, interest, and learning in managerial accounting courses." Journal of Accounting Education 43 (June 2018): 43–56. http://dx.doi.org/10.1016/j.jaccedu.2018.03.001.

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Tofel-Grehl, Colby, Deborah Fields, Kristin Searle, et al. "Electrifying Engagement in Middle School Science Class: Improving Student Interest Through E-textiles." Journal of Science Education and Technology 26, no. 4 (2017): 406–17. http://dx.doi.org/10.1007/s10956-017-9688-y.

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Pierson, Joanne Marttila. "Transforming engagement in literacy instruction: The role of student genuine interest and ability." Annals of Dyslexia 49, no. 1 (1999): 307–29. http://dx.doi.org/10.1007/s11881-999-0028-7.

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Smith, Janice Witt, and D. Kathy Stitts. "Using Action Learning And Critical Thinking Tools To Make Changes In Higher Education." Contemporary Issues in Education Research (CIER) 6, no. 1 (2013): 73. http://dx.doi.org/10.19030/cier.v6i1.7605.

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As the reported institution increased admission requirements, added masters and doctoral programs, and revised its strategic thrust, greater emphasis was placed on assessing student learning outcomes and whether the treatment of education has had a measurable impact. Consistent with Smith and Clark (2010), we implemented an action learning approach and integrated critical thinking concepts in instructional delivery for an undergraduate human resource management (HR) capstone course and examined the process used to changing the general education curriculum and advising model through those same

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Samson, Patricia L. "Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations." Collected Essays on Learning and Teaching 8 (June 12, 2015): 153. http://dx.doi.org/10.22329/celt.v8i0.4227.

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Creative Problem-Solving (CPS) can be a transformative teaching methodology that supports a dialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences with the curriculum. It supports a sense of inquiry that incorporates both experiential learning and the development of critical thinking skills. Incorporating active learning strategies in a way that transcends the classroom and sparks interest and passion for students is an important pedagogical ingredient for educators. The key question driving this study is

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Neddeau, Browning. "Close Reading and Movement: A Lesson on Student Engagement and the Four Cs." LEARNing Landscapes 9, no. 2 (2016): 433–42. http://dx.doi.org/10.36510/learnland.v9i2.785.

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Close reading is a reading instruction strategy. The author combined movement with close reading to engage fourth-grade students in meaning-making of new academic vocabulary words. Through the experience, students assessed new and multiple meanings of words and participated in collaborative, academic discussions of vocabulary words using human sculptures. Findings from the lesson suggest: an increase in student interest in vocabulary development when combined with movement, an instructional method that made sense to students, and a nonthreatening way to engage English learners in text-dependen

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Gammonley, Denise, Mary Mann, Daniel Fleishman, Lloyd Duran, Shawn Lawrence, and Eileen Abel. "Oral Histories and Service Learning to Promote Geriatric Competence, Comfort, and Career Interest." Journal of Baccalaureate Social Work 19, no. 1 (2014): S—3—S—21. http://dx.doi.org/10.18084/basw.19.1.fr25849k3tr20676.

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Gathering oral histories allows BSW students to learn and apply person-centered care principles through individualized social engagement with older adults. Thirty-three undergraduates enrolled in generalist practice took part in a semester long service-learning project gathering oral histories of older adults. A mixedmethods pre/post quasi-experimental design with a comparison group of BSW students engaged in service-learning in other settings evaluated the effects on student attainment of geriatric social work competencies, comfort engaging with older adults, and career interest. Relative to

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Abrahamsson, Cristian, Claes Malmberg, and Ann-Marie Pendrill. "En Delfistudie om lärares uppfattning av elevengagemang i NO-undervisningen A Delphi study of teachers views on engagement in the science classroom." Nordic Studies in Science Education 15, no. 2 (2019): 128–44. http://dx.doi.org/10.5617/nordina.5614.

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What happens in a science classroom where students are engaged and how do teachers observe and interpret student engagement? This article highlights teachers’ perspective on students’ engagement in science education and to what extent it is connected to the scientific content. This approach complements earlier research which focuses mostly on students’ attitude towards science education and their interest in various topics in science.The findings are based on a three-stage Delphi survey distributed to 39 expert science teachers. The results shows science education with a range of different per

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Garcia, Rebecca, Alvina Rahman, and Janette Gomos Klein. "Engaging Non–Science Majors in Biology, One Disease at a Time." American Biology Teacher 77, no. 3 (2015): 178–83. http://dx.doi.org/10.1525/abt.2015.77.3.5.

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We designed a human biology course that interests nonmajors while improving science literacy through student engagement, using a constructivist-inspired, topic-centered approach. This way of learning highlights common diseases that provide a basis to incorporate specific biological concepts. The topic-centered approach triggers interest and increases positive perceptions of learning science, and students find applicability in what they learn. In alignment with the Vision and Change report of AAAS, this course addresses the need to focus on connecting biology principles with real-world concerns

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