Creating a classroom space where students are excited to learn can be a challenge. This three-part seminar will explore techniques to deeply involve students in their own learning, encourage them to be leaders in their own success and discuss ways to create a lively and dynamic classroom which meets the needs of a diverse group of learners.
Student Engagement & Motivation
1: Fri, Sep 28, 2018; 9:30 – 11:30 am
2: Fri, Oct 26, 2018; 9:30 – 11:30 am
3: Fri, Nov 9, 2018; 9:30 – 10:30 am
1: Mon, Jan 28, 2019; 1:30 – 3:30 pm
2: Mon, Feb 11, 2019; 1:30 – 3:30 pm
3: Mon, Mar 18, 2019; 1:30 – 2:30 pm
1: Tue, May 28, 2019; 9:30 – 11:30 am
2: Tue, Jun 11, 2019; 9:30 – 11:30 am
3: Tue, Jul 9, 2019; 9:30 – 10:30 am
Intended Learning Outcomes
By the end of this seminar, you will be able to:
- Understand the leading intrinsic and extrinsic motivations to student learning;
- Apply this understand to your current course to develop at least one engagement technique you’ll try in your course.
Encouraging Positive Student Engagement and Motivation: Tips for Teachers
The purpose of this article is to briefly discuss the importance of motivation and engagement on student learning and behaviour, the role teachers play in motivating and engaging students, and suggestions for doing so.
Learning How to Increase Learner Engagement
This Guide is designed to help McMaster instructors prepare a teaching portfolio in alignment with SPS B2
Framing student engagement in higher education (Journal Article)
This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural, psychological, socio-cultural perspective, and a holistic perspective. The second part of the article presents a conceptual framework to enable a better shared understanding of student engagement to frame future research and improve student outcomes.
University students’ motivation, engagement and performance in a large lecture-format general education course (Journal Article)
This article studied of how high-performers and low-performers differ with regard to motivation and engagement in a university-level, large-format general education geography course.