Why Use Engaged Pedagogies?
Engaged Students are Successful Students
Pascarella and Terenzini summarize their comprehensive study, How College Affects Students as follows, "Perhaps the strongest conclusion that can be made is the least surprising. Simply put, the greater the student's involvement or engagement in academic work or in the academic experience of college, the greater his or her level of knowledge acquisition and general cognitive development"6.
Engagement Increases with Student-Centered Learning Techniques
Active and collaborative instruction coupled with various means to encourage student engagement invariably lead to better student learning outcomes irrespective of academic discipline3,4. Active learning increases student performance in science, engineering, and mathematics1,2,3,5,6.
Employers are Looking for Competency, not Content
Twenty-first Century skills needed for effectiveness in the workplace and becoming an informed citizen are focused on competencies, not on specific content. The use of engaged pedagogies help students develop these competencies.
- Business leaders are stressing the importance of developing a broad range of skills. The 2003 Business–Higher Education Forum report, Building a Nation of Learners, listed the following skills and attributes of a nation of learners: leadership, teamwork, problem solving, time management, self-management, adaptability, analytical thinking, global consciousness, and basic communication (listening, speaking, reading, and writing).
- The AAC&U College Learning for the New Global Century (opens pdf) study included the results of an employer survey conducted by Peter D. Hart Research Associates (2006). The top two responses to the question, "Most important skills employers look for in new hires" were teamwork and critical thinking and reasoning.
- STEM Workforce Competencies find that traditional scientific skills paired with additional strengths in interdisciplinary work, ability to collaborate and communicate, and "soft skills" help employees be adaptable, motivated and capable in their jobs.
- Astin, A., What Matters in College? Four Critical Years Revisited, 1993, San Francisco, CA, Jossey-Bass.
- Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat; Active learning increases student performance in science, engineering, and mathematics (opens as pdf), 2014, Proc. Natl. Acad. Sci.
- Kuh, George D.; Kinzie, J.; Schuh, John H.; Whitt, Elizabeth J.; Student Success in College: Creating Conditions That Matter 2005, 2010., Jossey-Bass, p 416.
- Kuh, George D., What Student Engagement Data Tell Us about College Readiness 2007, AACU Peer Review, v9 n1
- Light, Richard J., 'The Harvard Assessment Seminars: Explorations with Students and Faculty about Teaching, Learning, and Student Life. Second Report, 1992
- Pascarella, Ernest T.; Terenzini, Pateric T.; How College Affects Students: A Third Decade of Research, Volume 2 2005, Jossey-Bass, p 848.
- Smith, Karl A; Sheppard, Sheri D.; Johnson, David W.; Johnson, Roger T.; Pedagogies of Engagement: Classroom-Based Practices. Journal of Engineering Education, v 94, 87-101