‘Keeping it real’ authentic instructor-leadership, student engagement and performance, and leader distance

2019 ◽  
pp. 1-27
Author(s):  
Paul T. Balwant
Keyword(s):  
Student Engagement ◽  
And Performance ◽  
Instructor Leadership

Using Multiple-Stimulus Without Replacement Preference Assessments to Increase Student Engagement and Performance

2017 ◽  
Vol 26 (1) ◽  
pp. 5-10
Author(s):  
Adam D. Weaver ◽  
Brian C. McKevitt ◽  
Allie M. Farris
Keyword(s):  
Student Engagement ◽  
Academic Outcomes ◽  
Emotional And Behavioral Disorders ◽  
Preference Assessment ◽  
Preference Assessments ◽  
Multiple Stimulus Without Replacement ◽  
Multiple Stimulus ◽  
History Of ◽  
And Performance

Multiple-stimulus without replacement preference assessment is a research-based method for identifying appropriate rewards for students with emotional and behavioral disorders. This article presents a brief history of how this technology evolved and describes a step-by-step approach for conducting the procedure. A discussion of necessary materials and data sheets is included. Finally, a case study is presented to illustrate how the procedure can be used to improve behavioral and academic outcomes.

Separate worlds: The influence of seating location on student engagement, classroom experience, and performance in the large university lecture hall

2017 ◽  
Vol 49 ◽  
pp. 55-64 ◽  
Author(s):  
David J. Shernoff ◽  
Alexander J. Sannella ◽  
Roberta Y. Schorr ◽  
Lina Sanchez-Wall ◽  
Erik A. Ruzek ◽  
...  
Keyword(s):  
Student Engagement ◽  
Lecture Hall ◽  
Classroom Experience ◽  
Seating Location ◽  
And Performance

Effects of Student Interests on Engagement and Performance in Biomechanics

2020 ◽  
Vol 36 (5) ◽  
pp. 360-367
Author(s):  
Erika M. Pliner ◽  
April A. Dukes ◽  
Kurt E. Beschorner ◽  
Arash Mahboobin
Keyword(s):  
Student Engagement ◽  
Student Performance ◽  
Student Teaching ◽  
Teaching Method ◽  
Underrepresented Students ◽  
Summer Program ◽  
Pedagogical Techniques ◽  
Student Interests ◽  
And Performance ◽  
And Mathematics

There is a need for pedagogical techniques that increase student engagement among underrepresented groups in engineering. Relating engineering content to student interests, particularly through biomechanics applications, shows promise toward engaging a diverse group of students. This study investigates the effects of student interests on engagement and performance in 10th grade students enrolled in a summer program for students underrepresented in the science, technology, engineering, and mathematics fields. The authors assessed the effects of interest-tailored lectures on student engagement and performance in a 5-week program with bioengineering workshops, focusing on the delivery of biomechanics content. A total of 31 students received interest-tailored lectures (intervention) and 23 students received only generic lectures (control) in biomechanics. In addition, the authors assessed the effects of teaching method (lecture, classroom activities, and laboratory tours) on student engagement. The authors found interest-tailored lectures to significantly increase student engagement in lecture compared with generic lectures. Students that received interest-tailored lectures had an insignificant, but meaningful 5% increase in student performance. Students rated laboratory tours higher in engagement than other teaching methods. This study provides detailed examples that can directly assist student teaching and outreach in biomechanics. Furthermore, the pedagogical techniques in this study can be used to increase engagement of underrepresented students in engineering.

Impact of an Optional Experiential Learning Opportunity on Student Engagement and Performance in Undergraduate Nutrition Courses

2016 ◽  
Vol 77 (2) ◽  
pp. 84-88 ◽  
Author(s):  
Anne Szeto ◽  
Jess Haines ◽  
Andrea C. Buchholz
Keyword(s):  
Student Engagement ◽  
Experiential Learning ◽  
Learning Activity ◽  
Satisfaction Survey ◽  
Personal Health ◽  
Body Composition Assessment ◽  
Percentile Rank ◽  
Final Exams ◽  
And Performance ◽  
The Impact

We examined the impact of an optional experiential learning activity (ELA) on student engagement and performance in 2 undergraduate nutrition courses. The ELA involved completion of a 3-day food record, research lab tour, body composition assessment, and reflective take-home assignment. Of the 808 students in the 2 courses (1 first-year and 1 second-year course), 172 (21%) participated. Engagement was assessed by the Classroom Survey of Student Engagement (CLASSE), and performance was assessed by percentile rank on midterm and final exams. Students’ perceived learning was assessed using a satisfaction survey. Paired-samples t tests examined change in CLASSE scores and percentile rank from baseline to follow-up. Frequencies and thematic analysis were used to examine responses to Likert scale and open-ended questions on the satisfaction survey, respectively. There was an 11%–22% increase (P < 0.05) in the 3 dimensions of student engagement and a greater increase in percentile rank between the midterm and final exams among participants (7.63 ± 21.9) versus nonparticipants (−1.80 ± 22.4, P < 0.001). The majority of participants indicated the ELA enhanced their interest and learning in both their personal health and the course. Findings suggest ELAs related to personal health may improve interest, engagement, and performance among undergraduate students.

scholarly journals The impact of task difficulty and performance scores on student engagement and progression

2013 ◽  
Vol 55 (3) ◽  
pp. 291-303 ◽  
Author(s):  
Raymond Lynch ◽  
James Vincent Patten ◽  
Jennifer Hennessy
Keyword(s):  
Student Engagement ◽  
Task Difficulty ◽  
And Performance ◽  
The Impact

scholarly journals Incorporating Kahoot! in core engineering courses: Student engagement and performance

2021 ◽  
Vol 11 (2) ◽  
pp. 486
Author(s):  
Victor Chernov ◽  
Sivan Klas ◽  
Yael Furman Shaharabani
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Positive Association ◽  
Final Test ◽  
Final Exam ◽  
Course Content ◽  
Undergraduate Engineering ◽  
Continuous Feedback ◽  
And Performance ◽  
Bonus Points

Technology-enriched lessons can contribute to improving student engagement and learning in engineering courses. In this study we systematically incorporated Kahoot!, a game-based response system, in two mandatory content-intensive undergraduate engineering courses. In both courses, short quizzes were incorporated regularly at the beginning of the lesson. The questions were mostly about concepts, and students earned bonus points. At the end of the course, the students filled in an anonymous survey regarding their perceptions of the Kahoot! part of the lessons. In addition, the students’ grades in the final test were compared to their gains in the Kahoot! quizzes. We found that student satisfaction with the systematic incorporation of the Kahoot! quizzes was high in both courses. Most students were motivated to review the course content before class and about half were motivated to attend class. Most students perceived Kahoot! quizzes as contributing to their understanding of the course content. We also found a positive association between student success in the quizzes and their performance in the final exam in both courses. The frequent Kahoot! quizzes supplied continuous feedback to the students and lecturers, and the students became more engaged in the course content. Our findings indicate that technology-enriched strategies, specifically gamification techniques, contribute to increased student engagement, motivation, and performance in content-intensive engineering courses.

scholarly journals The Impact of a Technology Ban on Students’ Perceptions and Performance in Introduction to Psychology

2018 ◽  
Vol 46 (1) ◽  
pp. 47-54 ◽  
Author(s):  
Thomas G. Hutcheon ◽  
Aileen Lian ◽  
Anna Richard
Keyword(s):  
Student Engagement ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
The Other ◽  
Final Grade ◽  
Personal Technology ◽  
And Performance ◽  
Grade Performance ◽  
The Impact

To test the impact of the implementation of technology bans on students’ experience within a course, we collected data from four sections of Introduction to Psychology at a small liberal arts college in the northeast. In two sections, students were banned from using personal technology devices during lecture. In the other two sections, students were permitted to use personal technology devices freely during lecture. We found a significant reduction in student engagement but not in reported interest in psychology or perceived professor–student rapport for students in the technology-ban condition relative to students in the technology-permitted condition. In contrast to previous studies, we found no difference in final grade performance across condition. Although further research is needed, these results suggest that instructors should consider the composition of students in their course prior to implementing a technology ban in the classroom.

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