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

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.

scholarly journals In Defense of the Populist Lecture

2010 ◽  
Vol 43 (04) ◽  
pp. 759-765 ◽  
Author(s):  
Mark Lawrence Schrad
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Learning ◽  
Full Advantage ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Lecture Hall ◽  
Large Lecture ◽  
Information And Communication ◽  
Visual Variety

AbstractInformation and communication technology (ICT) programs like Microsoft PowerPoint and Apple Keynote have become the norm for large university lecture classes, but their record in terms of student engagement and active learning is mixed at best. Here, the author presents the merits of a “populist” lecture style that takes full advantage of the variety of features available from the latest generation of ICT programs. Based on visual variety, audio and visual sound bites, and the incorporation of humor and pop-cultural references, this populist approach not only facilitates greater student attention and engagement with the class materials, but also offers unmatched opportunities for extending student learning beyond the confines of the large lecture hall.

scholarly journals Where Do You Sit in Class? A Study of Spatial Positioning During Two Courses of Different Duration

2017 ◽  
Vol 1 (1) ◽  
pp. 1-7 ◽  
Author(s):  
Gilles Clément ◽  
Angie Bukley
Keyword(s):  
Academic Programs ◽  
Lecture Hall ◽  
Objective Data ◽  
Class A ◽  
Seating Location ◽  
Spatial Positioning ◽  
Confined Environment ◽  
Hourly Basis ◽  
Crowded Environment ◽  
Selection Of

The objective of this study was to study the selection of seat location by individuals in a group in a confined environment and to identify the factors leading people to prefer one location to another. We analyzed the seating location of students in a lecture hall over the course of two academic programs of different durations (19 days and 44 days). The goal was to determine the rate at which participants would settle into a specific seat location. Unobtrusive photography was used to collect objective data on an hourly basis. Results showed that in both courses participants began to settle into a specific location from the second day of class. Twenty percent of the participants had settled after 4-7 days or 15.5 hours in class. Settling continued for the duration of the shorter course. However, in the longer course settling stopped after 28.5 days on average. The plateau in the number of settlers depended on the number of days, not on the time actually spent in class. At the end of the longer course 52.5% of the participants had settled, compared to 38.9% in the shorter course. Settling into the same seat location can be interpreted as a strategy to establish a personal territory. These results indicate that about half of a cohort expresses the need for establishing a personal territory when in a confined and crowded environment, and this process takes about one month.

Disrupting the College Classroom Experience

2022 ◽  
pp. 223-242
Author(s):  
Kelly M. Torres
Keyword(s):  
Higher Education ◽  
Technology Integration ◽  
Student Engagement ◽  
Student Retention ◽  
Real World ◽  
Technological Innovations ◽  
Classroom Experience ◽  
Academic Gains ◽  
Advantages And Disadvantages ◽  
Technological Tools

This chapter provides readers an overview of the potential advantages and disadvantages of technology integration in higher education. As technological innovations continue to advance, faculty are provided ample opportunities to enrich their curriculum to further enhance student engagement and learning. Further, the inclusion of technology promotes student retention and provides them access to real-world content. Innovations in technology have resulted in a plethora of tools that can be incorporated into today's classrooms. However, faculty are often hesitant to integrate technological tools given security, accessibility, and access considerations. Further, faculty may perceive technology as disruptive to their classrooms resulting in distracted learners who experience lower academic gains.

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.

The benefits of prosody for music educators and students: Unpacking prosody and songwriting strategies in the classroom

2019 ◽  
Vol 3 (1) ◽  
pp. 113-128 ◽  
Author(s):  
Dave Bishop
Keyword(s):  
Teaching Practice ◽  
Music Educators ◽  
Classroom Experience ◽  
Song Structure ◽  
And Performance

Literary and linguistic prosody principles can provide music educators and students with constructive, time honoured, deeply creative songwriting strategies. This article is an opportunity to share a direct and unique classroom experience of teaching prosody within songwriting. Through discussing a personal songwriting and teaching practice grounded in prosody, this article will present recommendations for a specific pedagogy underpinned by prosody for use in the songwriting classroom. Within this article the principles of literary and linguistic prosody will be outlined and discussed alongside songwriting strategies such as writing from a title, matching stressed syllables to stressed beats, metre, song structure and rhyme. The principle of prosody will also be expanded to involve the idea of unity and will be explained in relation to songwriting areas including rhythm, harmony, melody and performance.

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