Operationalizing Student Engagement

NACADA International Conference Dublin, 2018

Oscar van den Wijngaard

EDLAB, Maastricht University, Netherlands

First year drop out and retention

• Many processes

• Many stakeholders

• Different vocabularies

• Little interaction

• Common framework:

Student engagement

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

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

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

Who is responsible?

[…] invested by both students and their institutions […]

what determines agency?

NSSE: National Survey of Student Engagement (US)

• academic challenge

• active learning

• student and staff interactions

• enriching educational experiences

• supportive learning environment

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

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?

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?

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?

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

From questions to a simple model

Affective Engagement

Behavioral Engagement

Cognitive Engagement

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

From questions to a simple model

Wrap up

• First impressions?

• Common sense

• Common framework

• Common language

• Quick & dirty: there is always ‘further research’