Engaging Students in Learning

As humans, we largely learn by doing and persist in that learning out of necessity, curiosity, desire to belong, and many other motivators. Sometimes students have clear motivations to engage in our classes; other times, the relevance is unclear to them. While every class context is different, actively engaging students in class can increase their learning outcomes. These are a few factors to consider in engaging students in learning. For a deeper dive on any of these topics plus others, see our CETL Book Library and Teaching Blog, or reach out to us. 

• Active Learning: Rather than passively taking in knowledge from others, active learning involves students doing something with the concepts presented, which can be discussions, check-in questions, and case studies, among countless others. For a wide range of active learning possibilities, see our active learning resources.

• Authenticity: [antidote to disposable assignments: portfolios, clear relevance, real-world contexts, real conversations, tie to learning outcomes, connection, engaging students research projects] Creating meaningful assignments that have real-world relevance and lasting value helps students see the direct connection between their coursework and their future endeavors. This can include developing portfolios, engaging in research projects with real-world applications, and participating in genuine conversations that demonstrate clear connections to learning outcomes.
• Belonging and Inclusion: Creating an inclusive classroom environment begins with recognizing and valuing the diverse perspectives and experiences of all students while actively addressing barriers to inclusion in our education systems. Knowing who’s in your class, regular check-ins and intentional community-building activities help foster a sense of belonging, while ensuring diverse representation in course materials and examples strengthens students' connection to the content.
• Gathering Student Input: Mid-semester feedback provides valuable insights into students' learning experiences and allows instructors to make timely adjustments to better meet student needs. This two-way communication demonstrates to students that their perspectives matter and helps create a more responsive and effective learning environment. You can collect feedback through a notecard or a simple “progress report” activity. We recommend pairing this with your own mid-semester reflection.
• Growth, Failure, and Feedback Loops: Adopting a growth mindset approach helps students understand that challenges and temporary setbacks are natural parts of the learning process. By incorporating low-stakes assessments and normalizing the use of academic support services, instructors can create an environment where students feel safe to take risks and learn from their mistakes.
• Learner Motivation: Understanding what drives student engagement requires actively exploring and acknowledging their diverse motivations for learning. By prompting students to reflect on and articulate their own motivations, instructors can better align course content and activities with students' personal and professional goals.
• Metacognition (thinking about your thinking): Students themselves are part of engaged learning equation. When students frequently pause to describe and assess their own learning, they’re more likely to build self-awareness and drive their own learning. For ways to encourage students to reflect on their learning, see Prompting Metacognition in Your Class.

• Working with Others: Effective collaboration extends beyond the classroom walls to include meaningful collaborations with student teams, campus partners, and community groups. These partnerships create rich learning opportunities that help students develop both academic and professional skills while building valuable connections.