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Building Student Engagement by Adding Relevance

Instance Description

Have you ever heard these words: “Will this be on the test?” or “When am I ever going to use this?” It could be that students are really asking for help in seeking the connection between course content and their perceived value of the course. In other words, though it is usually clear to faculty that certain content and activities are important, students are trying to figure out for themselves if an activity or concept is worth their time and effort. Bundick et al. (2014) feel that students are motivated to do their best work when they:  

  • are confident in their abilities to perform tasks or activities, and 
  • value the underlining reasons for engaging in tasks. 

High-quality courses aid student motivation when they are constructed with scaffolded content and activities that promote success in mastering skills and knowledge, and with opportunities for practice and feedback, which builds student confidence before a final assessment or project.  

Courses that are constructed to add relevance: 

  • connect content to student interests – creating intrinsic value, 
  • link the importance of material to students’ future goals, and 
  • help students perceive the subject area as relevant to their identity (I am a scientist, I am a researcher, I am a practitioner).  

Merle (2017), Zimmerman (2017), and Baxter, et al. (2019), suggest the following for adding relevance to courses:

  • Bring in guest speakers for perspective and bridging the gap between academic knowledge and practical applications
  • Connect classroom content to current events
  • Leverage student assets to connect content and individuals’ funds of knowledge
  • Have students draw, diagram, or chart connections between concepts
  • Utilize LMS content pages to provide commentary for readings or homework
  • Use weekly announcements to summarize or highlight important content or concepts
  • Specify essential questions before assigning readings
  • Provide concrete examples to make concepts relatable
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decorative image. fitting a blue block in the center of a 3 x 3 grid of white blocks
Photo Credit

Credit: © Stuart Miles / Adobe Stock

Related Topics

See it in Practice

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Person laughing while talking to an audience
Photo Credit

Credit: Jane Sutterlin © Penn State University is licensed under CC BY-NC-SA 4.0

Guest speakers can provide additional perspectives, improve comprehension of theoretical frameworks, foster critical thinking, and help bridge the gap between academic knowledge and practical application.

In Freshman Seminar EMSC 100S-015: Surviving a Diseased World, a nurse practitioner was brought in to discuss her work in a clinic specializing in sexually transmitted diseases, specifically syphilis. The students were asked to complete the required reading on syphilis prior to the presentation. The guest speaker tied her talk to her own career path and to the chapter reading and provided real-world examples and case studies. Students were engaged with the presenter, asked many questions, and reported that this presentation was a highlight of the course.

Tips for Success:

  1. Have the guest speaker tie their topic with their personal and professional experience.
  2. Create active participation with the guest speaker, even as simple as a Question and Answer Time.
  3. Prepare students for the speaker - illustrate to students how the speaker’s expertise is tied to course content. Consider having students prepare questions ahead of time.

If your guest speaker can’t appear in person, consider setting up a video conference with Zoom or a similar tool. If a live video conference is not feasible, record an interview with your guest speaker and ask questions you think students might ask or be curious about.

Follow up by asking that students engage with the experience. They might summarize the talk (helps to add speaker information to long-term memory) or reflect upon how the speaker’s topic relates to their own current or future work (helps students seek connections of relevance to the course content). Add opportunities for students to incorporate what they’ve learned from a speaker into their coursework.

Considerations

Accessibility

If the guest speaker is recorded, make sure to close-caption or provide a transcript of the presentation.

Other

Videos can be inserted into Kaltura or H5P, which will allow you to create interaction within the video (such as asking comprehension questions).

Contributor(s)

Credit: EMSC 302 Students, used with permission

[Student 1] To touch on what you said about the nuclear power real quick. Funny enough, I was just listening to The Economist, who was, they were doing a report on nuclear power plants. And basically, they were kind of saying that, so for example, right now in Britain they are building new power plants. And they're creating a process of, kind of like this copy and paste, where they're developing them in a way where they're copying the methodology. So, when they make another one it's faster. And then they make another one, they learn from that, and it's faster. And they're also applying this to make many nuclear plants now, so that they can kind of implement them a little, how do you say, like more variety or further out? I'm sorry that didn't make sense. 

[Student 2] Yeah, I've read that before. They're like little, they're little like micro-reactors, almost, or something. Yeah, you know? I heard, but it's almost like kind of what they use in like, nuclear submarines. They're some very small, kind of like, you know, micro grid power. You know, which is pretty, you know, you don't like, you know, nuclear power is one of those things that's, you know, become very political. You know, just like pretty much almost everything has now. But, you know, it's one of those things that it's, you know, you're not burning fossil fuels. You know? But it is, you do have, like, an inherent danger with nuclear power because of, you know, of what it is. But, you know, if they can find a way, because nuclear power plants use nuclear fission, which isn't sustainable. I know they have been working on trying to develop, like, nuclear fusion, which is sustainable, for I don't know, probably the last 50 years, trying to develop a way to make that into a power plant. But yeah, I mean, it's going to be interesting how they're going to try to grow the grid to support, you know all, of all the needed power now you're going to, you know, need for all the electric [unintelligible] and stuff. 

[Student 3] It's also interesting to see how that's gonna get passed on to the consumer with all the increased infrastructure costs, how that's gonna trickle down? 

[Student 1] Actually, you know, so one of the things they were talking about, well, actually to touch on your point about the fission, they actually, some of the mini reactors they said they can build it with a cooling system of natural water. So, what they do is they kind of submerge the plant in a pond and they have, or pond, or bigger body of water, and then their cooling system has the water continually run through and cool the rods. And, if, as a safety measure, if that goes awry basically a system engages that floods it with the surrounding water. So, it kind of makes it a little easier to avoid a catastrophe. And then, as far as the grid thing, they were also saying one idea that they had, which I don't know how popular this would be, but they can start adding the cost of building these plants into your utilities. So, you would have like part of the risk would go to the companies that are building them, and then some of the income for it would come from taxes and utility customers, so that they could kind of plan for the future of installing these. So, kind of a way to mitigate costs. But yet, I don't know. It was really interesting too, what you had to say about the noise of the vehicle. I never thought about that. And I tell you what... 

[Student 2] Yeah, you're right about that. 

[Student 1] Yeah, no that, I can't tell you... 

[Student 3] Next time you're buying an electric one, go ahead and listen to when it gets slow, because it's hilarious sounding. 

[Student 2] That's too funny, because I could have sworn, I almost got hit by a Tesla the other day in the parking lot. Thing was like creeping around the corner at me. If I didn't hear like, the tires on the pavement. Yeah, they are quiet. It is... I never drove one. I think I would love to drive one to see what it's like, because you know, you're not shifting gears when you, you know, go to a higher speed and everything. It's just like, it's gotta be completely weird to be in it, but... 

[Student 3] My sister's boyfriend has one and it is smooth, but it uses so much of its battery when you try to, like, accelerate like that. So, he's constantly having to go to, like, a Chili's parking lot to freaking charge it. And I just, he was like, "You should get one," when I was getting a new car. And I was like, "I see what you have to do. I don't want to do that." 

[Student 1] Yeah, I work for Carvana, and we had a Tesla come through. I got to drive out a little bit and I think I did, like, I guess an hour and a half drive, and it probably dropped about ten to fifteen percent on that drive. It was very smooth. It was very smooth, very fun, but I can only imagine how often you have to charge it. 

[Student 3] And if you live in, like, an apartment or something, you're sh~t out of luck. Like you can't, there's nowhere to plug that in. 

[Student 2] Yeah, so we have, at my work we have, like, we're supposed to go, I think it's like, 75 percent electric by like, 2035, or something? You know, they put a goal out. But they have like, three charging ports per, like, office, and they start, they started buying like, all these Nissan Leaf, or like, little Chevy Bolt. Like, little, tiny SUVs for like, the supervisors and everything. But now they all fight over who's gonna get these three little charging boards. It's funny, because like, having worked for the electric company we can just, you know, put more in. But no. No, that's funny because of, you know, low demand and everything else. It's, you know, it's definitely an issue, especially in the future. So, it'll be interesting to see what happens. 

[Student 1] Well, like you said even with cost, some of the research I was doing for the fleet vehicles, for example, the batteries, like the lithium-ion batteries, are such that ideally would be the ones that have greater charge, are also the most expensive. And yeah, so that just feels to the cost as well as just driving times, are so, everything's so much of a variable. 

[Student 2] It is, yeah. I know, like hydrogen batteries also, yeah, have a lot of capacity but nobody wants to drive around with hydrogen next to them. 

[Student 1] If I had a little more time, I was gonna mention hydrogen stuff, hydrogen batteries, in here, because I know I, or I thought there was a few out in California. And I know there's a few in like Sweden or the Netherlands area. And they don't seem to have any problems. That I [unintelligible] 

[Student 2] No, I don't. Yeah, I think they are really good at containing it. I don't think you would really have problems. I think where they have issues is like passing it through, I don't know, either Department of Transportation, or whatever the heck it could be. You know? I don't, you know, how that could be, I guess. 

[Student 1] It's like you said with the nuclear power plants, there's kind of this stigma. Right? Of danger to it, and that kind of hurts local support, which is really what it takes to implement something so vast. You know what I mean? Yeah, that's changed like that. 

[Student 2] Yeah absolutely. Oh well. Hey, there's... I guess, should we end it? What do you guys, what are we on? We're on, like, oh we're almost like a half hour. 

[Student 1] Yeah, I think we're good. Yeah, well it was, it's good talking to you guys. It's nice meeting you. Hopefully this stuff does, you know, I see it's still obviously recording, but hopefully it definitely saves. And I'll definitely track it down and get it to you guys as soon as I can. 

[Student 3] So... That sounds great! Thank you! Thanks for recording and setting this up.
 

To build verbal communication skills, student engagement, and a sense of community, Orientation to Energy and Sustainability Policy, EMSC 302, includes a discussion assignment that requires students to participate in a recorded video conference with one or two other students. This allows students to move beyond the written discussion post and interact with their peers in real-time.

Students in EMSC 302 had this to say about the assignment:  

"The Zoom meeting was a wonderful experience and getting to learn more about rising sea level and global impacts it will have was remarkable. To learn from two individuals who have a wealth of knowledge in various fields that apply to climate change was an enjoyable situation. The Zoom meeting ran over on time by a substantial amount of time [but] it didn't feel like the almost hour-and-a-half that it was. I hope I get more classes where the interaction with my peers is like this one."

"Our discussion branched off into several different topics after we finished sharing our research. This was the first time this semester I had the chance to speak to classmates face to face and it made me appreciate how good it is to experience that during school." 

An example of the assignment follows. 

For this assignment, pick a topic area to research (topics and links to resources provided) and then you and your partner(s), listed below, need to record yourselves having a discussion on Zoom. Each one of you will submit a video AND an individual summary (the summary is not a group project!). 

The links provided are to get you started. You will need to do additional independent research in order to have an intelligent conversation based on facts, not opinions, with your partner(s). This is not meant to be a debate. You and your partner(s) can disagree, but if you do, be respectful!  

This is not meant to be a presentation. This is merely an exercise in communication while also learning a bit more on a subject related to ESP. No need to get dressed up or be formal, just talk to your partner(s) and discuss the topic. You could discuss things like, What did you learn? What was surprising? Is the idea feasible in the real world? What previous experience do you have with the topic that others might find interesting? You can also get to know one another a little bit (p.s. this is called networking, and it's never a bad thing!).  

If you have any questions or have any difficulties completing this assignment, contact me immediately.   

Since everyone is busy and you'll need to do research and coordinate schedules to get the recording done and then write the summary, you've been allotted two weeks for this assignment. I suggest you reach out to your partner(s) TODAY and agree on a topic and schedule a time to record your conversation. I suggest that you schedule it early in the week so you have time to do it again if the first recording/conversation doesn’t work well. 

If your partner(s) don’t respond to you by Friday, contact me for a new group assignment. 

*Student quotations used with permission

Considerations

Accessibility

  • Hearing-impaired students will need an interpreter in order to fully participate with their classmates. This can typically be arranged through the campus Disability Resource office.  
  • Some students may balk at the prospect of being filmed. In many cases, it is appropriate to require participation but, in some cases, this is a true disability or legal necessity (i.e.. social anxiety, witness protection, etc.) and you should make appropriate accommodations. Your learning designer or disability resource office can provide advice or assistance as needed. 
     

Other

  • Many LMS’s have video functionality built into the platform for ease of student use. For example, Canvas integrates with Kaltura and Zoom.  
  • Consider making these videos viewable by the entire class. 

Contributor(s)

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a circle of laptops sitting on a table with arms reaching out to type
Photo Credit

Credit: "© dragonstock / stock.adobe.com” 

Discussions are an excellent way to build community and make content relevant for students, but unfortunately, they often become check-the-box activities with students logging in once, making long, essay-type posts, and then commenting on the required number of their peers’ posts the same day. This does not allow for the nuance of a true discussion with back-and-forth dialog.

To address this issue, several instructors have changed the discussion focus from the number of posts to the level of engagement. In the example below, the instructor is asking for shorter posts and more frequent interaction. The result has been more active engagement and a depth of conversation not seen in traditional discussion assignments.

Discussion Assignment

A key component of your graduate coursework is participating in online discussions with classmates. Often, online discussions become an opportunity to check a box or write a multi-page report. I would like to move our discussion beyond this to one that becomes a true conversation where we explore ideas together. In addition to being thoughtful about the discussion prompts, I would like to see you asking and answering questions, making suggestions, and sharing examples from your own life. I would like to see this begin to look like a true conversation, so while most of your posts should be a paragraph or two in length (not a page or two), some may be shorter and more casual and conversational. Remember to contribute to the learning community by being creative in your approaches to topics, being relevant in the presented viewpoints, and attempting to motivate the discussion. And remember, there is value in diverse perspectives, so it is OK to have a constructive and considerate disagreement.

Timeline

In order to mimic a real conversation, you will be expected to be online and participate in online discussions for at least four days during the discussion period. While the times of day and specific days of the week in which you do this work are flexible, you must participate actively and regularly in online discussions to be successful and fulfill your responsibilities as a member of the class learning community. I would suggest setting aside dedicated time several times a week for participation.

Lessons begin on Wednesday and the discussion will be open for ten days (even though the rest of the lesson is only scheduled for one week). Your initial post is due on Sunday. You are then required to participate in the conversation on at least three different days by or before the following Thursday.

Style

Discussion forum posts are to be conversational but remember that standard etiquette and writing rules apply -- you are expected to conduct yourself professionally, check your spelling, and write coherent sentences. When quoting from or paraphrasing articles we read in this class, it is fine to cite the author(s) parenthetically, and in-line in the text. When using outside sources, please include a bibliographical citation at the end of your post. 

Rubric

CriteriaPoints
The initial post is submitted on time.10
Follow-up posts are made on at least two different days and reflective follow-up responses are provided that extend the discussion.20
Posts are well developed and add depth to the discussion (e.g., by adding new and/or relevant ideas including links to outside content that bolsters the argument, well-reasoned critique of content being discussed, the inclusion of personal experiences and anecdotes, etc.). Posts integrate evidence from the reading, lecture, or experience in support of their argument; consistently offer insightful comments and questions that prompt additional on-topic discussion; consistently help clarify or synthesize other class members' ideas, and, if disagreeing with other class members' ideas, do so clearly and politely.20
Total50

Considerations

This type of discussion rubric can be utilized in any LMS.

Contributor(s)

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Example assignment. Described below.
Photo Credit

Credit: © Penn State; licensed under CC BY-NC-SA 4.0 

When students understand the real-life applications of what they are learning (relevance), their participation and academic success increases. Asking students to write or record a sentence or two about the real-life applications (past, present, or future) of what they are learning is a great way to help them make connections. This can be an individual activity or an opportunity to share their experiences more broadly through a discussion or shared collaborative space (Google Doc, JamBoard, Miro Board, VoiceThread, Flip, etc.). Instructors can discuss or post some of the more interesting/relevant suggestions in the next class, and maybe even incorporate some of what they learn into future lectures/content.

Contributor(s)

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Weather Map
Photo Credit

Credit: National Centers for Environmental Prediction [Public domain]

METEO 410: Advanced Topics in Weather Forecasting is the final course in Penn State’s Undergraduate Certificate in Weather Forecasting. One way this course piques the interest of students and provides activity relevant to their career goals is with required participation in the national collegiate weather forecasting competition called WxChallenge. This 10-week challenge has students making and assessing real-life forecasts utilizing real-time data. The goal is for students to beat the computer and outperform their peers from across the nation. Students are encouraged to discuss their observations and thought processes with each other and the instructor in online discussion forums.

Students in METEO 410 consistently outperform the computer models and often rank among the top 5-10% of students nationwide. Course reviews and Student Ratings of Teacher Effectiveness (SRTEs) for this course are exceptional, in large part because students see the value and relevance of the work they are doing, and have done in previous courses, to the real world. Below is one example of a student comment:

“...I provided the highest ratings to the instructors and course materials [for METEO 101, 241, and 361 ] ...However [METEO] 410 was even a cut above each of those previous three courses in terms of sheer hands-on learning and student/instructor engagement."

Considerations

While this example is based on a pre-established competition, something similar could be created easily for use in a single class or in multiple sections of the same class.

Contributor(s)

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Damage caused by Hurricane Ike in the Bolivar Peninsula, Texas
Photo Credit

Credit: Storm surge damage to Texas coast after Hurricane Ike, NOAA (Public Domain).

GEOSC 402: Natural Disasters, is offered during the prime time for tropical storms and hurricanes to occur. Often during this course, the instructor will send out current, relevant news articles. In addition, if a natural disaster is imminent, the instructor will post an advance message to help students focus on information that will be discussed in class following the event.

Here is an example of an announcement sent to the class by instructor Dr. K. Furlong (used with permission):

“Folks - … I encourage you to follow the consequences of Hurricane Dorian. Please pay attention not only to the damage done (or avoided), but also to the preparations being done in advance of the storm. Also follow the ways in which society, government and other groups react to the storm.

It appears that [this] could be a major event for regions of Florida and the southern Atlantic coast, so pay attention to the entire region. After the event passes, we can have a discussion of what happened, how well [people were] prepared, and what lessons [we should] remember for the next time.”  

In other hazards classes, such as Earth 101, Dr. Furlong will have students watch events such as wildfires in Australia, a volcano in the Philippines, or the outcomes of earthquake activity in Puerto Rico.

Considerations

This example could be applied to an online or resident instruction course.

Contributor(s)

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directions for video discussion. See text below.
Photo Credit

Credit: © Penn State is licensed under CC BY-NC-SA 4.0

Video-based asynchronous discussions are an excellent alternative, or addition to, text-based discussions. Video-based asynchronous discussions utilize an app to create a group discussion or sharing opportunity where students record short videos of themselves and respond to their peers' posts via video. Video discussions are very effective at creating social and teaching presence and increased collaboration. Asynchronous video discussions are also particularly good at decreasing a student's sense of isolation that can come from being in an online class or being a member of a minoritized group such as ESL students or women in STEM. It can also reduce the instructor’s feelings of isolation – a win-win for everyone!

This example used an app called Flip to encourage a class of multi-national students from around the globe to introduce themselves. Students were encouraged to post 1-2 minute-videos introducing themselves, their interest and experience with the course content, their expectations for the class, and some interesting facts about themselves. Students were then encouraged to respond to 2 or more of their peers via video. Student feedback was positive, with several non-Americans sharing how much they appreciated seeing and “getting to know” their classmates.

  • There are many different tools for incorporating asynchronous video discussions, including Canvas discussions utilizing the record/upload media function, Kaltura and the classroom Media Gallery, VoiceThread, and Flip.
  • You can use asynchronous video discussions for many other types of assignments including discussing course concepts, sharing observations and questions about required readings, etc.
  • Set a minimum and maximum length for each video and responses to minimize rambling and to ease time spent grading.

Considerations

Accessibility

  • Some students may initially feel uncomfortable recording themselves. Consider making the first few recordings be no or low stakes so they have time to get comfortable with the technology. It is also helpful to empathize with student discomfort and offer encouragement and rationalization for the video requirement.
  • Other students may have legal or medical reasons that prevent them from being able to record themselves. In that case, work with the student to come up with an acceptable alternative, whether that be an audio recording, text, etc.
  • If you have hearing impaired students, discuss options with the Disability Services Office.

Contributor(s)

References/Resources

  • Baxter, E., Sutterlin, J., Wherley, M. (2019). Use the 3 Rs to guide effective teaching. eLearn Magazine. Retrieved from https://elearnmag.acm.org/archive.cfm?aid=3342226 
  • Bundick, M. J., Quaglia, R. J., Corso, M. J., & Haywood, D. E. (2014). Promoting student engagement in the classroom. Teaching College Record, 116(4). 
  • Merle, P. F., & Craig, C. (2017). Be my guest: A survey of mass communication students’ perception of guest speakers. College Teaching, 65(2), 41–49. https://doi.org/10.1080/87567555.2016.1232691 
  • Zimmerman, H. T. (2017). Everyday expertise. In K. Peppler (Ed.), Sage Encyclopedia of Out-of-School Learning. Thousand Oaks, CA: Sage Publications Ltd. 

Contributor(s)