Operationalizing Student Engagementapps.nacada.ksu.edu/apps/intlconf_media/uploads/... · intended...
Transcript of Operationalizing Student Engagementapps.nacada.ksu.edu/apps/intlconf_media/uploads/... · intended...
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Operationalizing Student Engagement
NACADA International Conference Dublin, 2018
Oscar van den Wijngaard
EDLAB, Maastricht University, Netherlands
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First year drop out and retention
• Many processes
• Many stakeholders
• Different vocabularies
• Little interaction
• Common framework:
Student engagement
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Are we doing what we’re supposed to be doing?
• Student surveys
• Focus groups
• Annual reports
• Formal assessments
• Accreditation reports
Common sense and critical reflection
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Definition
Student engagement is concerned with the interaction between the time, effort and other relevant resources invested by both students and their institutions intended to optimize the student experience and enhance the learning outcomes and development of students and the performance and reputation of the institution. V. Trowler, 2010. Student engagement literature review. The Higher Education Academy, York UK
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Why would we care?
[...] student engagement in educationally purposeful activities is positively related to academic outcomes as represented by first-year student grades and by persistence between first and second year of college […]
Kuh, G.D., Cruce, T.M., Shoup, R., Kinzie, J. and Gonyea, R.M. (2008) Unmasking the Effects of student Engagement on First-Year College Grades and Persistence. Journal of Higher Education. 79 (5), pp. 540–563
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Who is responsible?
[…] invested by both students and their institutions […]
what determines agency?
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NSSE: National Survey of Student Engagement (US)
• academic challenge
• active learning
• student and staff interactions
• enriching educational experiences
• supportive learning environment
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Three aspects of engagement
Affective I feel at home,
I know people and people know me,
I feel safe, included
Cognitive I want to know,
explore, am interested in what
is being taught, I see a purpose
Behavioral I want to be
active, do what it takes, participate, take responsibility
for my learning
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Formulating questions
Cognitive I want to know,
explore, am interested in what
is being taught, I see a purpose
Behavioral I want to be
active, do what it takes, participate, take responsibility
for my learning
Affective I feel at home,
I know people and people know me,
I feel safe, included
Does it make students feel included? Does it make students feel acknowledged? Does it make students feel safe? Does it help students connect to peers? Does it help students connect to staff?
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Formulating questions
Affective I feel at home,
I know people and people know me,
I feel safe, included
Cognitive I want to know,
explore, am interested in what
is being taught, I see a purpose
Behavioral I want to be
active, do what it takes, participate, take responsibility
for my learning
Does it stimulate students to attend? Does it stimulate students to act? Does it stimulate students to take initiative? Does it inform students what to do? Does it instill an attitude of collaboration?
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Formulating questions
Affective I feel at home,
I know people and people know me,
I feel safe, included
Behavioral I want to be
active, do what it takes, participate, take responsibility
for my learning
Cognitive I want to know,
explore, am interested in what
is being taught, I see a purpose
Does it stimulate intrinsic motivation? Does it challenge to go beyond requirements? Does it stimulate exploration? Can it be connected to future objectives? Does it provide role models?
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Formulating questions
Affective I feel at home,
I know people and people know me,
I feel safe, included
Does it make sense? How do the three aspects affect each other? Can we help students make sense out of it? What is our role in shaping the experience?
Cognitive I want to know,
explore, am interested in what
is being taught, I see a purpose
Behavioral I want to be
active, do what it takes, participate, take responsibility
for my learning
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From questions to a simple model
Affective Engagement
Behavioral Engagement
Cognitive Engagement
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From questions to a simple model
Affective Engagement
Behavioral Engagement
Cognitive Engagement
Choose a focus, scope Analyse: elements, parts, components Reflect for each element on the impact on engagement
Orientation/ Induction
Welcome address
Practical information (what, how)
Lunch (e.g. role faculty/
staff?)
Introduction into field/ discipline
Social event
This is why I came here.
“Look to your left, look to your right…”
3 days 3 weeks
3 months Debate,
cocreative project etc.
Insecurity or
superiority
Competition
What is on the exam?
Excitement, inclusion
Can’t wait to begin!
Cognitive dissonance
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From questions to a simple model
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Wrap up
• First impressions?
• Common sense
• Common framework
• Common language
• Quick & dirty: there is always ‘further research’