1. Engaging our students
Christine F. Brown

2. What was the Year for this Penn State Faculty Quote?
‘ “One hundred percent of the present freshmen class should not have been admitted.” The average student “comes to the College without having written a theme in his life. He knows no practical, useful grammar; he has pitiful little vocabulary……when he writes he loses himself in a maze of words.”’
--Dr. Fred Lewis Pattee, YEAR?, p. 58
In:
Bezilla, M. (1985). Penn State: An illustrated history. University Park, PA: The Pennsylvania University Park Press.

3. My interest in the topic
My work as an instructor
My interest in college student retention
My current research project

4. What the Research Says…
Engagement (Alexander Astin, George Kuh, Vincent Kuh)
A way to measure how involved/invested/integrated students are with an activity or institution
Higher level of engagement = better outcomes and better retention
Different Students Experience and Learn Differently
Student-Faculty Relationships
Faculty and their interactions with students are an essential component of:
Student success (Bensimon, 2007; Endo & Harpel, 1982; Pascarella & Terenzini, 2005)
Retention (Freeman, Hall, & Bresciani, 2007; Lundquist, Spalding, & Landrum, 2003; Pascarella & Terenzini, 2005; Tinto, 1993, )

5. Benefits to Students
There are many benefits to our students. Faculty who employ engaging, active techniques can encourage:
Deeper learning (Carini, Kuh, and Klein, 2006; Umbach & Wawrzynski, 2005)
Sense of belonging (Hong, Schull, & Haefner, 2011; Stebleton, Soria, & Huesman, 2014)
Perception of being cared for (Copeland & Levesque-Bristol, 2011; Vogt, 2008; Yen & Arbous, 2011)
Sense of validation (Rendon, 1994; Rendon-Linares & Munoz, 2011)

6. This is What we Want to see

7. This is What we see

8. A few tips before we Start
Timing is everything
Transitional activities
To perk up a lecture
Entire class period (beware the MWF Effect)
Don’t be afraid of trying new things
Share with others what you learned
Ideas that work for your class
Your discipline
The psychological make-up of your class

9. Before We start… An acknowledgement to Dr. Skip Downing On Course

10. Vocabulary Acquisition
Affirmation Activity

11. Working In Groups
Group Role Play Scenario

12. In-class writing Prompts
Silent Socratic Dialogue

13. What do you think/feel/believe when I say “August 22”
Writing prompt

14. Exam Review
Adapted circle technique

15. Adapted Circle Technique
Student Roles
Supervisor: keeps the group moving and on task
Head Secretary: takes notes
Quality Assurance Leader: makes sure that all parts are completed and per directive
Lead Researcher(s) (more than one can play this role): looks up information
Spokesperson: will provide a report to the larger group
Guidelines
1. Explain the task. Groups can have similar to dissimilar tasks.
2. Students decide on roles
3. Start activity (“Tips for new faculty”)
4. Instructor monitors the activity by checking in with each group
5. Small group work stops. Each group reports to the class.

16. References
Astin, A. W. (1993).What matters in college? Four critical years revisited. San Francisco, CA: Jossey-Bass.
Bensimon, E. M. (2007). The underestimated significance of practitioner knowledge in the scholarship on student success. The Review of Higher Education, 30(4),
Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student engagement and student learning: Testing the linkages. Research in Higher Education, 47(1), 1–32.
Copeland, K. J. & Levesque-Bristol, C. (2011). The retention dilemma: effectively reaching the first-year university student. Journal of College Student Retention, 12(4),
Endo, J. J. & Harpel, R. L. (1982). The effect of student-faculty interaction on students educational outcomes. Research in Higher Education, 16(2),
Freeman, J. P., Hall, E. E., & Bresciani, M. J. (2007). What leads students to have thoughts, talk to someone about, and take steps to leave their institution? College Student Journal, 41(4),
Hong, B. S. S., Shull, P. J., & Haefner, L. A. (2011). The impact of perceptions of faculty on student outcomes of self-efficacy, locus of control, persistence, and commitment. Journal of College Student Retention, 13(3),
Lundquist, C., Spalding, R. J., & Landrum, R. E. (2002). College student’s thoughts about leaving the university: The impact of faculty attitudes and behaviors. Journal of College Student Retention, 4(2), 123
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco, CA: Jossey-Bass.
Pascarella, E. T., Salisbury, M. H., & Blaich, C. (2011). Exposure to effective instruction and college student persistence: A multi-institutional replication and extension. Journal of College Student Development, 52(1), 4–19.
Rendon, L. I. (1994). Validating culturally diverse students: Towards a new model of learning and student development. Innovative Higher Education, 19(1), 33-51
Rendon-Linares, L. & Munoz, S. M. (2011). Revisiting validation theory: Theoretical foundations, applications, and extensions. In Cejda, B. D. (Ed.) Enrollment Management Journal: Student Access, Finance, and Success in Higher Education, 5(2), Round Rock, TX: Texas Guaranteed Student Loan Corporation.
Stebleton, M. J., Soria, K. M., Huesman, R. L., & Torres, V. (2014). Recent immigrant students at research universities: The relationship between campus climate and sense of belonging. Journal of College Student Development, 55(2),
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago, IL: The University of Chicago Press
Tinto, V. (2012). Moving from theory to action: A model of institutional action for student success. In Seidman, A. (Ed.) College Student Retention.  Formula for Student Success.  Lanham, MA: Rowman & Littlefield Publishers, Inc
Umbach, P. D. & Wawrzynski, M. R. (2005). Faculty do matter: The role of college faculty in student learning and engagement. Research in Higher Education, 46(2),
Vogt, C. M. (2008). Faculty as a critical juncture in student retention and performance in engineering programs. Journal of Engineering Education, 97(1),