Defining, Detecting and Promoting Student Engagement in College Learning Environments

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Defining, Detecting and Promoting Student Engagement in College Learning Environments

Chris Garrett

Abstract

Although much scholarship has been produced on the importance of engagement in higher education, few works on the topic focus on defining engagement. This paper explores definitions gathered from faculty and students at two universities and also identifies and summarizes several extant definitions in the scholarly literature. Teachers are encouraged to consider their own definitions of and expectations for student engagement. Accurately detecting genuine engagement can be challenging. The author proposes six strategies for promoting engagement.

Keywords

Active learning, College students, Learning environments, Participation, Student engagement

Annotation

As it is difficult to define and recognize student engagement, the author polled students and faculty. Results suggest that engagement tends to be thought of as some mixture that involves student involvement and active learning. Perhaps easier to note habits of the disengaged, absences and tardies, sleeping, side conversations, reading outside materials, not turning in assignments, not contributing to class discussions. Garrett suggests engagement is “the interactive space, or lack of space, between student and the subject, and we, as teachers, hope that, as an outcome, deep learning arises or is produced from that interaction” (p. 7). The author then suggests 6 strategies for increasing engagement, (1) show your engagement, (2) class discussion on engagement, (3) give students a variety of options to show their engagement, (4) have students periodically reflect and report on their engagement, (5) create memorable moments, & (6) solicit feedback from students to identify significant activities that were engaging (pp. 8-9).

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