TERMS OF ENGAGEMENT:
UNDERSTANDING AND PROMOTING STUDENT
ENGAGEMENT IN TODAY’S COLLEGE CLASSROOM
TUESDAY, FEBURARY 28, 2012
ELIZABETH BARKLEY
INTERACTIVITY SUMMARY - POLLS AND CHATS (EDITED TO SHARE ONLY USEFUL MATERIALS)
WELCOME AND INTRODUCTIONS
Note: Questions were responded to verbally, answers can be found in the event recording.
HOST- KEVIN KELLY: Welcome, everyone! Please introduce yourself as we wait to get started. Tell us
where you are and what you do.
ELIZABETH BARKLEY: Hi everyone. I want to welcome you as well. At the moment, I am in my office
on the Central Coast of California, looking forward to our workshop today!
HOST- KEVIN KELLY: Hi everyone. Be sure to introduce yourself in the general chat area.
TERRY DOYLE [MORGANTON, NC]: Hello! I'm Terry Doyle, Sociology and history instructor from
Western Piedmont Community College in Morganton, North Carolina.
ELIZABETH BARKLEY: Hi Terry - so glad you're here and I'm looking forward to hearing your thoughts
during the interactive portion of our workshop.
ELIZABETH BARKLEY: Hi Erum - glad you're here with us!
HOST- KEVIN KELLY: Feel free to continue to introduce yourselves as we begin!
ERUM SHAIKH [DALLAS , TX]: I have been teaching at the college since Jan 2005
RONALD [SAN ANTONIO, TX]: Hello, Ronald from Our Lady of the Lake University. I teach finance and
economics.
RIAN WILLIAMS [SALT LAKE CITY, UT]: Hello! My name is Rian Williams from Western
Governors University. I have been a member of their business faculty since 2005. Thank you!
PARTICIPANT RESPONSES
WHAT DO YOU DO TO HELP STUDENTS EXPECT THAT WITH EFFORT THEY WILL SUCCEED?
Be Inspired. Be Inspiring.
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Theory to Practice: Face-to-Face
RONALD [SAN ANTONIO, TX]: I post high, average and team quiz scores with average study times.
ERUM SHAIKH [DALLAS, TX]: I have a point accrual system of sorts... but on the first day of class I also
teach my students how to read the text in an efficient manner so they are not overwhelmed by the
reading assignments
Theory to Practice: Online
KEVIN KELLY: I use the point accrual system as well (I converted my class to a learning game with 2000+
points - only 1000 needed for an A)
KEVIN KELLY: I provide clear statements in the syllabus about ways to improve success
RIAN WILLIAMS [SALT LAKE CITY, UT]: Include extremely clear instructions and corresponding grading
rubrics so the expectations are established upfront.
ELIZABETH BARKLEY: I send out a welcome message to new students telling them, 'welcome - thousands
of students have succeeded in this class and I have every reason to believe you will too."
Theory to Practice: Face-to-Face and Online
ELIZABETH BARKLEY: Very clear rubrics so that students are guessing how to do well on an assignment
TERRY DOYLE [MORGANTON, NC]: I have multiple assignments (tests, quizzes, homework assignments and
reflection papers) that make up their entire grade.
RONALD [SAN ANTONIO, TX]: I use multiple assignments.
KEVIN KELLY: multiple ways to show what they know
WHAT DO YOU DO TO HELP STUDENTS VALUE WHAT THEY’RE LEARNING?
Theory to Practice: Face-to-Face
ERUM SHAIKH [DALLAS, TX]: I discuss current event topics and show videos from pbs/frontline which
presents issues on constitutionality then have class discussion
ERUM SHAIKH [DALLAS, TX]: Simulations in which the role play member of Congress helps them
understand the legislative process
RONALD [SAN ANTONIO, TX]: Opportunity cost of asking for refunds on Bad Movies.
Be Inspired. Be Inspiring.
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RONALD [SAN ANTONIO, TX]: I use Bad movies to explain marginal behavior of weighing costs and
benefits.
Theory to Practice: Online
KEVIN KELLY: I build within the online assignments the expectation that students apply it to their own
lives (e.g., they must find ways to improve their learning that work best for either their learning style(s),
their discipline/major, or both
RIAN WILLIAMS [SALT LAKE CITY, UT]: Try to help the student make the connection between the theory
or concept, and how they would actually utilize the concept in a work environment.
KEVIN KELLY: I have a higher level assignment - a reflective essay - that asks students to apply what
they've learned in my class (about how to learn) to another class they are taking at the same time
Theory to Practice: Face-to-Face and Online
ELIZABETH BARKLEY: I try to show connections between what they are learning and the 'real world'
TERRY DOYLE [MORGANTON, NC]: I do this by constantly having the students relate the concepts and
ideas to their own personal life and experiences.
ELIZABETH BARKLEY: If I give them choices, they tend to have more of a sense of ownership and hence
find value in it
KEVIN KELLY: I ask students to apply what they've learned early and often
WHAT DO YOU DO TO HELP STUDENT’S CONNECT NEW LEARNING TO EXISTING UNDERSTANDINGS SO THAT THEY ‘MAKE IT
THEIR OWN’?
Theory to Practice: Face-to-Face
RONALD [SAN ANTONIO, TX]: Buy stock portfolio based on what they drive, eat out, wear, and shop.
ERUM SHAIKH [DALLAS, TX]: At the beginning of each class I write 5 questions on the board from the
previous day’s. Questions are higher order and the last is a free response.
ERUM SHAIKH [DALLAS, TX]: This forces students to review the last day's material and we discuss so I
check for understanding before moving on to the new material
ERUM SHAIKH [DALLAS, TX]: Quick writes
Theory to Practice: Online
KEVIN KELLY: I make part of certain assignments an active exercise in connecting what they knew before
to what they learned in our class
Be Inspired. Be Inspiring.
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ELIZABETH BARKLEY: I try to have many of the assignment prompts intentionally ask them to make
connections between what they already know and what they are learning
Theory to Practice: Face-to-Face and Online
TERRY DOYLE [MORGANTON, NC]: Before we start a new topic, I will ask them to write down what they
know about that topic before we begin.
ELIZABETH BARKLEY: I provide students with graphic organizers that help them organize new information
into a framework that helps them see the connections
KEVIN KELLY: I use background knowledge probes for hybrid classes - online version mimics the F2F
version - then we discuss what the preexisting knowledge means for us as a class
WHAT DO YOU DO TO HELP STUDENTS WORK AT THEIR OPTIMAL CHALLENGE LEVEL?
Theory to Practice: Face-to-Face
RONALD [SAN ANTONIO, TX]: I use team activities with economic theory...supply demand, costs and profit
RONALD [SAN ANTONIO, TX]: yes. verbal skills, graphing, tables , math
ERUM SHAIKH [DALLAS, TX]: In comparative government we often times discuss negative individuals or
instances, autocratic rulers. I have students select and research an event from history ,such as Hiroshima
and then write a letter of explanation to the victims so Truman would write a letter of explanation of
why he used the bomb
ERUM SHAIKH [DALLAS, TX]: Very challenging but it changes their perspective
Theory to Practice: Online
KEVIN KELLY: In our online class, students go through Quests with 3 levels - students can describe a
technology, can use it for learning, and can plan and execute a personal growth activity that uses the
technology for learning on a specific topic
KEVIN KELLY: At the end of the class, there is a Synthesis Quest that has them combine action and
reflection
Theory to Practice: Face-to-Face and Online
ELIZABETH BARKLEY: Differentiated classrooms, which allow students to move toward the same learning
goals but through different activities designed to address different levels of challenge is one approach
TERRY DOYLE [MORGANTON, NC]: This is a tough one. Don't think I'm really doing this. I offer multiple
extra credit opportunities and they are able to develop their own extra credit projects.
Be Inspired. Be Inspiring.
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WHAT DO YOU DO TO HELP STUDENTS FEEL LIKE VALUED MEMBERS OF A LEARNING COMMUNITY?
Theory to Practice: Face-to-Face
ERUM SHAIKH [DALLAS, TX]: Change seating arrangement from rows - horseshoe promotes discussion
and inclusion
RONALD [SAN ANTONIO, TX]: I use teams based on shapes (circle, square, triangle, tilde) and four
questions about GPA, work years, dependents. The class task build to a team midterm and final
TERRY DOYLE [MORGANTON, NC]: Have group/class discussions, put students in small groups, and have
discussion with students about class material outside of class. Encourage and create an open
environment where students feel comfortable expressing their thoughts.
KEVIN KELLY: In my last F2F class, I had teams contribute questions that would be considered for the
midterm, which we played as a Jeopardy game in the classroom
Theory to Practice: Online
KEVIN KELLY: In our online class, students are invited to voluntarily join Learning Guilds in Google+ - it's a
space for them to work with people who have similar goals in the class
KEVIN KELLY: I give 10 points out of 60 possible for posting an original thread, and 5 points per reply (for
up to 10 replies) to encourage collaboration
ELIZABETH BARKLEY: One of the students' first tasks is to introduce themselves to the group so that we
get a sense of who they are as individuals - members of our learning community.
RIAN WILLIAMS [SALT LAKE CITY, UT]: This is a unique challenge in an online environment. In some
situations, I have required or given points for responding to fellow classmates' discussion posts, etc. In
other efforts, my department has established virtual communities in which sub-groups (e.g. business
management majors, etc.) have an opportunity to connect with fellow students who share similar
interests
ELIZABETH BARKLEY: This is a little thing - but I have recently learned that everyone doesn't do it. We have
avatars/photos for each student posted next to their discussion postings, which helps them be perceived
as a real human being - and part of a community
RONALD [SAN ANTONIO, TX]: I use a peer-grading rubric and team based initial responses.
Theory to Practice: Face-to-Face and Online
KEVIN KELLY: Students get credit for helping other students...points range, depending on the format of
support they offer each other
WHAT DO YOU DO TO HELP STUDENTS LEARN HOLISTICALLY?
Be Inspired. Be Inspiring.
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Theory to Practice: Face-to-Face
TERRY DOYLE [MORGANTON, NC]: Using multiple teaching styles (i.e., lecture, small group work, individual
reflection time, extensive use of video and photography).
RONALD [SAN ANTONIO, TX]: Showing the GDP growth, interest rates, unemployment, and inflation with
presidents and recessions, then evaluate policy (i.e. health care versus jobs)
ERUM SHAIKH [DALLAS, TX]: I have students visit a website from the University of Hawaii regarding
genocide and look at graphic pictures at the end. I have them write 5-7 sentences response on what
they have seen and also share the website with someone else. Students discuss their responses in class
ERUM SHAIKH [DALLAS, TX]: This website connects students with others around the world
ERUM SHAIKH [DALLAS, TX]: NIMBY does not apply
ERUM SHAIKH [DALLAS, TX]: www.hawaii.edu/powerkills
Theory to Practice: Online
ELIZABETH BARKLEY: I try to ask students questions that challenge them to 'care' (emotional investment)
about what they are learning and also often to see the ethical implications of choices.
KEVIN KELLY: Students are encouraged to incorporate life-long learning ideas (teaching their parents to
use technology, how they will use technology in their future careers, etc.) when they write about using
technology for learning in our class
Theory to Practice: Face-to-Face and Online
ELIZABETH BARKLEY: Whenever I can, I try to devise assignments that get students physically involved,
e.g., creating an artifact.
GENERAL CHAT
RONALD [SAN ANTONIO, TX]: Do you have a fall off in effort in quizzes toward the end of terms with
the 4000/2000 points system?
QUOTATION: “EDUCATION IS NOT FILLING A BUCKET, BUT LIGHTING A FIRE.” –WILLIAM BUTLER YEATS
ERUM SHAIKH [DALLAS , TX]: I like that one!
POLLS
Activity 1: Engaged Students
Actively engaged students are:
100%: Actively involved in their learning and making significant progress in their cognitive development.
Be Inspired. Be Inspiring.
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0%: Motivated—they care about their education and what they are learning
Activity 2: Estrapade
What is an Estrapade? Choose one:
16.67%: An act of recklessness or disregard for authority.
16.67%: A horse’s attempt to remove its rider.
16.67%: An attached involving use of ladders to scale walls.
50%: An issue that has become more serious or intense.
0%: A squadron of six aircraft.
Be Inspired. Be Inspiring.
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CLOSING REMARKS
RONALD [SAN ANTONIO, TX]: Thank you!!
DAVID BRIGHTMAN: Thank you, Elizabeth, and thanks to everyone who participated today!
ERUM SHAIKH [DALLAS , TX]: Thank you!!! That was a great presentation!
TERRY DOYLE [MORGANTON, NC]: Thank you to everyone involved.
HOST- KEVIN KELLY: Next workshops in the series: Engaging Students with Clickers - March 27 @
3pm Eastern; Promoting Deep Learning through Problem-Based Writing Assignments or Small Group
Projects - April 24 @ 3 pm
HOST- KEVIN KELLY: workshop series dates and times are also on the Wiley Learning Institute
website: http://wileylearninginstitute.com/pg/pages/view/532#panel-2
ERUM SHAIKH [DALLAS , TX]: Im always looking for ways to learn more about teaching
HOST- KEVIN KELLY: Evaluation link: http://wli.wiley.com/pg/event_calendar/view/612
ERUM SHAIKH [DALLAS , TX]: thank you... i had an amazing professor who made me who I am
today
ELIZABETH BARKLEY: We have to remember as professors ourselves what an impact we have!
Be Inspired. Be Inspiring.