Academic Success Tip: Use Engagement Strategies Students Enjoy in Class

In a spring 2023 Student Voice survey by Inside Higher Ed and College Pulse, one-third of students say they learn best through interactive lectures.

In her book, Keeping Us Engaged: Student Perspectives and (Research-Based Strategies) on What Works and Why (2021), author Christine Harrington shares 50 strategies students say their professors used in class that benefited their experience and created engaged learning.

Harrington, a professor at Morgan State University, presented some of the suggestions in her book at a session during the National Resource Center for the First-Year Experience and Students in Transition Annual Conference in Seattle, Wash.

Here are six practical strategies students advocate for that faculty and staff can implement in the classroom: 

• First-day nametags. At the University of Wisconsin, one professor asked students on the first day of class to create a nameplate and to fill out a notecard with their major and other personal information such as interests or involvement in campus activities. At the end of that first day, the professor collected all the notecards and did his best to memorize students’ names and associate them with their details by the next class period. This activity promoted a feeling of inclusivity and belonging among the students and showed the professor’s genuine care for their learning.
• Meaningful group work. Group work can be a challenge for some students and professors, but it fosters meaningful learning outcomes including communication, leadership and collaboration. One way professors can better support students is through building teams with some structure. A professor at San José State University created groups in the classroom based on students’ career interests, requiring modules on interpersonal skill development and assigning roles to each team member.
• Notecard submissions. Sometimes, students can be hesitant to engage in a class because they’re afraid of embarrassing themselves or are shy, which can hinder their learning. At the College of Charleston, one professor asked students to bring an index card to each class with their thoughts, experiences and questions about the class material. The professor would then read the card and share anonymous submissions or questions during the class period. This helped facilitate class discussions and ensured each student had an equal opportunity to participate.
• Creative assignment formats. Often, faculty members select how students will submit assessments—as an essay, a presentation, a poster or something similar. Flipping the script, an instructor at the University of South Carolina allowed each student to select how they’d turn in their assignment (presentation, video, paper, infographic, poster or podcast) and created rubrics to guide evaluation of the projects. The creative formats allowed students to showcase their talents and interests while still meeting learning outcomes.
• Timely feedback. Feedback is critical in helping students learn and grow, and students say they most enjoy faculty members who respond in phases of the assignment and shortly after submission. One faculty member at Temple University broke down a larger assignment into smaller submissions, giving advice and support at each phase, which helped build students’ confidence and skills before they moved on to the next piece of the project.
• Personalized outreach. When students are not engaged, providing direct and personal communication can help them get back on track. A student at Kennesaw State University said he missed an exam and his faculty member reached out to set up a one-on-one meeting, asking how he was doing and what was stopping him from attending class. The student said this conversation made all the difference in his participation and made him show up and actively engage with the course and materials.

Do you have an academic success tip that might help others encourage student success? Tell us about it.