Christine Harrington

Given the diverse nature of the community college student population, it is important to understand whether faculty development focused on inclusive teaching practices might increase knowledge and ultimately influence teaching practices that can support success for all students. We conducted a program evaluation of a four‐part cultural strengths webinar series that was provided free of charge to community college faculty. We were especially interested in exploring the dosage effect to determine if the number of webinars faculty participated influenced their perception of how much they learned and their intent to use this knowledge to change their teaching practices. Based on survey and interview data, results indicated that most participants found the webinar series valuable and indicated that they planned to modify their teaching practices as a result of participating. Results of a t ‐test indicated that participants who attended two or more sessions ( n = 17) were significantly more likely to report learning more about cultural strengths teaching than participants ( n = 22) who only attended one workshop. However, there were no significant differences between those who attended one or two or more sessions in terms of their responses related to changing their teaching practices. This study provides additional support for sustained rather than one‐time faculty development programs.

This chapter focuses on how to engage online students via assignments. Students share how assignments that helped them develop foundational knowledge in the discipline and a growth mindset for learning engaged them. Students also explain how engaging it is to have assignments that challenge them to make personal and real-world connections to the content they are learning. Stories provide examples of how professors used collaborative assignments to engage students. Student stories highlight how students are especially engaged with group assignments when they are provided with clear expectations and support. Finally, student stories showcase how much they appreciate having different types of assignments to complete and being able to have assignment choices.

In this chapter, students share stories about professors’ early actions that engaged them. Students emphasized the importance of getting to know their professors and professors getting to know them and shared numerous stories about how their professors effectively did so. For example, students found it engaging when their professors shared personal and professional information about themselves, shared inspiring stories, and used getting-to-know-you activities. Students also appreciated it when professors provided clear expectations about what was expected and shared resources and success strategies. Finally, students also found it engaging when their professors sent positive and affirming messages on the first day that eased their fears.

Welcome to the online version of Keeping us engaged: Student perspectives (and research-based strategies) on what works and why. I am excited to share over 50 stories written by undergraduate and graduate students taking online courses. Student engagement can be particularly important in online courses. In the stories shared throughout this book, students describe the many ways in which their online professors have engaged them. I believe you will find the stories validating in many ways as students discuss strategies you are likely already using. In addition to being validated, I hope you will be inspired and motivated to modify, strengthen, or try new methods to engage students in online courses.

Building from the success of Keeping Us Engaged and dedicated fully to online teaching, this book centers student perspectives on instructional strategies to maximize engagement and increase virtual learning. By pairing stories from 50+ students with the most up-to-date research on online instruction, readers will discover easy-to-implement strategies to help online students develop a sense of belonging, inclusion, and academic confidence. Ranging from topics such as welcome messages and assignment feedback to synchronous and asynchronous discussions, these firsthand student narratives validate and inform faculty practices while inspiring readers to adapt individual techniques to their own online realities. Each chapter is accompanied by insightful reflection prompts ideal for individual use or as discussion points for faculty book groups and professional development workshops. Masterfully founded in student-centered active learning principles and endorsed by the learners themselves, this book is a springboard for all faculty looking to engage students online.

In this chapter, students share how professors used feedback strategies to engage them. Students explain how motivational feedback can encourage them and how important it is for professors to help students develop a positive and productive mindset about feedback. Students discuss their appreciation for feedback that is personalized, specific, and constructive, noting that they want guidance on how to improve their work. Strategies to promote critical thinking, such as the use of questioning, are also valued by students. Examples of how professors can provide feedback via synchronous and asynchronous discussions, a well-utilized teaching method, are provided. Finally, how the use of video and audio tools can be used to increase teaching and social presence and support student learning is highlighted in student stories.

In this chapter, numerous student stories illuminate the important role of teaching strategies in student engagement. Students shared examples of how their professors attended to their mental health and well-being and used teaching methods that they perceived to be inclusive and affirming. Student stories illustrate their appreciation for professors prioritizing collaborative learning opportunities in online courses. Students found it engaging to connect with peers in both synchronous and asynchronous learning environments and shared examples of how their professors structured and supported these collaborative learning opportunities. Examples of how professors incorporated the use of technology tools to engage students are also shared. Finally, students noted they were engaged when their professors kept it fresh by using varied and innovative teaching approaches.

In this chapter, students share stories about how their professors engaged them through relationships. Several stories focused on the importance of professors being accessible outside of class to clarify expectations, support their learning, or offer encouraging words. Students who faced personal and financial challenges shared stories of appreciation when professors reached out to assist them and connected them to the resources they needed. Students also shared several stories about how professors engaged them by discussing career issues, helping them develop their professional identity, and interacting with them during events and activities sponsored by clubs or organizations.