The new report Rethinking Student Voice: How higher education must design effective student governance (HEPI Report 195), written by Darcie Jones exposes a key issue within university governance: the marginalisation of student governors.
With financial pressures intensifying across the sector, thee stakes for effective governance have never been higher. Yet, despite being core stakeholders within universities, many students on governing boards feel sidelined by opaque processes and exclusive norms. The evidence within this report reveals a persistent gap between symbolic representation and meaningful participation.
However it’s not all bad news, the report also highlights what is possible when the student voice is taken seriously. Using examples of effective practice it demonstrates the transformation value of empowered student governance.
Drawing on extensive evidence and sector insights, the report sets out clear, actionable reforms – from accessible governance culture, to improved recruitment, induction and development. They provide a pathway from why student perspectives and voices can be embedded at the heart of decision-making within universities.
For instructors, it’s clear when student engagement strategies are needed, especially when facing blank stares, eyes focused on cell phones, and a lack of participation. These are telltale signs that students are not engaged during class. But why is student engagement so important? Student engagement is a broad concept that encompasses both the physical and psychological energy students dedicate to learning, as well as their motivation and emotional connection to academic material.
This article covers 34 student engagement strategies suitable for any college-level course, intended for instructors seeking practical tips and research-backed guidance on building classroom engagement. As a comprehensive guide to boosting student engagement, it highlights collaborative learning and digital interaction as key approaches to increase participation, understanding and enjoyment in both online and traditional educational settings.
Audience: This guide is designed for college instructors and educators who want to address disengagement and improve learning outcomes in their courses.
Why strategies matter: Student engagement is crucial for academic success and overall learning outcomes. Higher levels of student engagement are associated with improved academic performance. Engaged students are more likely to persist in their studies and achieve their educational goals. Engagement in learning activities enhances students’ motivation to learn—and students who are engaged in their learning are more likely to develop critical thinking skills.
Key benefits of student engagement:
Fosters critical thinking and deeper understanding
Improves academic performance and learning outcomes
Increases student persistence and achievement of educational goals
Enhances motivation and sense of belonging
In an era where technology permeates virtually every aspect of our lives, distractions are an ever-present concern. And this means that engagement strategies for students are becoming even more essential in modern college courses. So how do instructors build learning environments that are engaging, lively and motivated? They have to incorporate strategies to build community, connection and a love of learning.
Engaged students are typically more curious about a subject—perhaps even more passionate about it. Encountering new ideas can spark motivation and lead to deeper engagement, as students find joy in exploring innovative concepts and approaches. Increasing student engagement is crucial for enhancing students’ confidence, comprehension, and overall learning experiences. While some students may be motivated primarily by the pursuit of good grades, true engagement involves a desire to learn for its own sake and a deeper sense of intrinsic motivation. Increasing engagement can help improve student motivation and, in turn, boost student progress and achievement.
Student engagement is closely linked to student achievement. Numerous studies have found that when instructors use strategies that are explicitly designed to get students’ attention—and to actively engage them in the learning process, including quick, low-order activities to hold students attention during brief periods of inactivity—test scores and graduation rates increase, and learning objectives are more likely to be met, which makes understanding how to engage students even more important for instructors.
Here, we provide 34 strategies to bring creativity, collaboration and participation to your classroom.
How student engagement strategies can fit in your classroom
In a classroom where engagement is emphasized, students are asked to participate more rigorously in the learning process and sometimes even in course design. Lectures still exist, but they now incorporate multimedia, technology and class participation. In hybrid and online learning environments, this can mean polling, classwide discussions and competitive activities. Integrating digital tools such as laptops, tablets and videos directly into lesson content can further enhance student engagement and make lessons more dynamic and relevant to digitally literate students. These approaches are highly effective for boosting student engagement by increasing participation, understanding and enjoyment in both online and traditional educational settings. These engaging, relevant activities for students can energize your classroom and take learning to a new level, wherever it takes place.
By engaging in hands-on activities, students learn to support, trust and listen to each other, while developing important skills like collaboration and communication—skills that can’t be learned from a textbook, interactive or not. Learning to get along with peers, for example, isn’t something you can pick up through memorization.
Transition: Next, we’ll define what student engagement strategies are and explore key terms and approaches that underpin effective engagement in the college classroom.
What are student engagement strategies?
Student engagement strategies are activities, tactics and approaches that serve as a core educational practice for effective teaching. Educators can leverage these strategies during and after class to keep students invested in their learning. They can be used to increase active learning, participation and collaboration in the classroom—and can be everything from simple changes made in your next class to a complete revamp of your curriculum, course delivery and assessment methods.
Key definitions and interconnections:
Active learning techniques include group work, inquiry, hands-on experiments and role-playing.
Using group work and collaboration gives students a welcome break from solo bookwork, allows them to express their ideas and provides opportunities to encounter and explore new ideas, which can deepen engagement.
Inquiry-based learning gives students ownership by allowing them to explore their own questions.
Creating a positive climate involves building strong teacher-student relationships and fostering a safe environment.
Engaging with students’ interests builds strong relationships and rapport while enhancing their learning experience.
Using varied active-learning strategies can engage a broader population of students.
Using diverse engagement opportunities can help reach students with varying learning preferences.
The following strategies are effective methods for engaging diverse learners and can be adapted to fit various educational settings. Here are some creative strategies for engaging students in learning—ranging from small changes to more substantial pedagogical shifts.
Transition: With these definitions in mind, let’s look at how to create a positive classroom environment as the foundation for engagement.
Creating a positive classroom environment
A positive classroom environment is the foundation for promoting student engagement and building a thriving learning community. When students feel welcomed, respected and supported, they are more likely to participate actively and take ownership of their learning.
Arranging the classroom for collaboration
Teachers can foster this environment by thoughtfully arranging the classroom to encourage collaboration—such as grouping desks for small group work or creating spaces for student-led discussions. Displaying inspirational quotes and showcasing student work on classroom walls not only celebrates achievements but also helps students feel valued and connected to the learning process.
Encouraging collaborative learning
Encouraging collaborative learning is another key strategy. By providing opportunities for students to work together in small groups, teachers promote active participation and help students develop strong relationships with their peers. This sense of community makes students more comfortable sharing ideas and taking academic risks.
Modeling positive interactions
Teachers who model positive interactions and set clear expectations for respectful communication further contribute to a supportive classroom environment. Ultimately, a positive classroom climate is essential for keeping students engaged, motivated and eager to learn.
Transition: Once a positive environment is established, instructors can implement specific engagement strategies in their teaching practice.
Student engagement strategies for your teaching
1. Active learning: Create a teaching and learning environment primed for student participation, such as calling on students to answer a question, individual reflection and group problem-solving. Encourage students to take on active roles in collaborative learning environments, where they can teach or practice concepts with their peers. When students explain concepts to other students, it not only reinforces the explainer’s understanding but also benefits the rest of the class by clarifying ideas and promoting inclusive participation. Incorporate open-ended questions that may have more than one correct answer, allowing students to demonstrate comprehension beyond simple recall. Be mindful that distractions and feelings of exclusion can impact students’ working memory and learning outcomes.
Use case: Donna Smith, Instructor of Mathematics at Sierra College, used Top Hat to create a connected, engaging learning experience for students learning asynchronously. Leveraging Top Hat’s streamlined platform with features to customize course content, Smith uses more than 14 different question types to assess student learning as the course progresses. Next term, she plans to embed interactive questions between lecture videos, so students have the opportunity to practice course concepts right after learning them. Key takeaway: Flexibility and anonymity in questioning can support first-generation students and encourage participation.
2. Participatory teaching: This student-centered approach to pedagogy accounts for the different skills, backgrounds and learning styles of students. The focus of participatory teaching is on self-regulation and self-reflection; specific strategies include using different teaching methods and varying means of assessment, which adds a greater level of flexibility, a key part of any engagement strategies for online learning. When asking questions, provide wait time to allow students to think and formulate thoughtful responses, which can enhance participation and engagement.
3. Flip the classroom: Flip the traditional lecture-homework relationship. Students study the subject matter independently and outside class through tools such as pre-recorded videos. Class is then spent on student-centered learning such as working through problems, debating or group work. When engaging in group work, encourage students to collaborate on the same topic to enhance understanding and ensure everyone is included. After posing questions, allow students sufficient wait time to reflect before responding, which supports deeper engagement.
4. Technology in the classroom: Students expect to be constantly connected and want immediate feedback. Online and mobile technology can be used to provide active learning activities and to keep students engaged outside the classroom.
5. Classroom management strategies: Classroom strategies help instructors build a distraction-free environment. As an instructor, you can build in student engagement by asking learners to help shape classroom rules. As an activity in the first week of classes, decide on a set of shared values and create a set of guidelines, like active listening, what respectful disagreements look like and how to create a safe space for questions. Incorporate physical activity into the classroom to maintain engagement and alertness. Structure participation in such a way as to promote inclusivity and equitable involvement from all students. Design classroom environments to support students and their individual needs, ensuring everyone has the opportunity to succeed. Using humor throughout lessons lightens the mood and makes for a more enjoyable learning experience.
6. Writing: Exercises such as journaling and one-minute papers can help keep students engaged in class as well as improve thinking skills. These activities allow students time to reflect and engage more deeply with the material.
7. Culturally responsive teaching: This strategy ensures students see themselves reflected in course readings, activities and lesson plans. Faculty might bring in diverse guest speakers to give a lecture on a niche topic. Alternatively, educators might ensure a certain percentage of their required readings are authored by scholars from under-represented populations. Use relevant examples from students’ cultural backgrounds and real-life experiences to illustrate concepts and promote engagement.
Transition: With foundational teaching strategies in place, the next step is to align engagement activities with your curriculum for maximum impact.
Student engagement activities based on your curriculum
Instructors can start lessons with engaging hooks to capture students’ interest and set the stage for active participation throughout the session.
8. Set expectations: At the beginning of a course, ask students what they expect from you and then try to meet those expectations. Students are more engaged when they have a good relationship with the instructor. It’s also important to recognize and engage individual students, considering their unique learning experiences, characteristics and needs to promote equitable learning outcomes.
9. Integrated curriculum: Combine disciplines rather than compartmentalizing subjects. Some medical schools, for example, have moved away from teaching subjects in isolation such as physiology and anatomy and moved toward studying organ systems where students learn the physiology and anatomy associated with that system.
Use case: John Redden, Associate Professor of Physiology and Neurobiology at the University of Connecticut, is a long-time Top Hat user and has leveraged the platform to offer a consistent and equitable hybrid learning experience. Key takeaway: Giving students control over their schedules and diversifying teaching and assessment methods supports engagement and equity.
10. Think-pair-share: Think-pair-share encourages students to work together to solve problems.
Students take a few moments of individual reflection to gather their thoughts on a given topic.
Then, have them discuss their thoughts with a peer.
Next, have the pair of students form a group with another pair and encourage the group of four to inquire about one another’s opinions.
Make sure all students share their ideas during group discussions to maximize participation and engagement.
11. Make the course relevant: Students want courses to be relevant and meaningful. Use real-world examples to teach. Where the course is relevant to a specific occupation, ensure it’s aligned with the current needs of the occupation.
12. Cooperative learning: Encourage students to work together by arranging them in partners or small groups to help them achieve learning goals. Group work can include assignments, discussions, reviews and lab experiments—even having students discuss a lesson with their peers.
13. Authentic learning experiences: Encourage active engagement in the classroom by having students tackle real-world problems and attempt to come up with a solution through methods such as inquiry and experimentation. Ideally, the solution will benefit others or the community. Experiential learning—when students learn from reflecting on their real-world learning experience—is a further development of this, and is an effective teaching strategy.
14. Social media: Potential uses for social media include sharing relevant content, posting instructional videos on YouTube and facilitating ongoing discussion groups. However, strict guidelines for use must be put in place and enforced.
15. Quick writes: During each lesson, ask students to write down their questions, thoughts and points of clarification. This is an easy-to-implement way to encourage students to think critically and analytically about the course content.
Transition: To further promote higher-order thinking, the next section focuses on engagement strategies for critical thinking.
Engagement strategies for critical thinking
Promoting critical thinking in the classroom is essential for deeper learning and academic achievement. Engagement strategies that encourage students to analyze, evaluate and synthesize information help them move beyond surface-level understanding.
Techniques for fostering critical thinking
Ask open-ended questions that require students to justify their reasoning, interpret data, or solve real-world problems.
Incorporate real-world examples and case studies, prompting students to apply theoretical concepts to practical situations.
Use instructional strategies such as think-pair-share, jigsaw reading, and Socratic seminars to encourage discussion, debate and reflection on complex issues.
Require students to engage in thoughtful dialogue and collaborative problem-solving.
By requiring students to engage in thoughtful dialogue and collaborative problem-solving, teachers help them develop the critical thinking skills needed for success in the modern age. These strategies not only increase student engagement but also foster a classroom culture where deeper learning and meaningful academic achievement are the norm.
Transition: Empowering students with autonomy is another powerful way to enhance engagement, as explored in the next section.
Giving students autonomy
Empowering students with autonomy is a powerful way to enhance student engagement and motivation. When students are given choices in their learning process—such as selecting topics for projects, choosing how to present their work, or setting personal learning goals—they feel a greater sense of ownership and investment in their education. This sense of agency encourages students to take an active role in their learning environment, leading to deeper learning and understanding.
Strategies for student autonomy
Provide learning menus, choice boards, or opportunities for self-directed projects.
Allow students to work at their own pace and reflect on their progress through self-assessment.
Support student autonomy to create a classroom environment where students are motivated to learn and achieve their best.
Transition: Assessment is another key area where engagement strategies can make a significant difference, as detailed in the following section.
Student engagement strategies for assessments
16. Prepare for class before class: Students get more out of class time if they’re familiar with the material before they arrive. Exercises such as pre-class quizzes ensure they’re knowledgeable enough to contribute.
17. Assess early and often: Frequent quizzes for formative assessment (for “fun”) work well alongside traditional midterm and final exams. Frequent testing reduces the temptation for students to cram and forces them to space out their learning, which leads to better retention. Having the first test within the first few classes also helps prevent students from falling behind—boosting student achievement early. Use formative assessments to hold students accountable for their learning, encouraging consistent participation and responsibility.
18. Assess attendance: Student attendance can improve grades as well as engagement. Consider making attendance part of their overall assessment. Many learners enter university without proper study skills and first-year students can benefit from the structure of mandatory attendance.
19. Problem-based or project-based learning: Students are tasked with solving a problem or completing a project, but the focus is on the end product, allowing students to determine what resources are needed to solve the problem or complete the project.
Instructors should also regularly self assess their use of student engagement strategies, using tools like self-assessment tables, to identify which approaches they currently use and which could be adopted to improve classroom inclusion.
Transition: Presentation skills and classroom delivery also play a vital role in engaging students, as discussed next.
Classroom engagement strategies using your presentation skills
20. Use visual representations: Engage students with animations, 3D representations and concept maps, all of which can help them visualize complex subjects. Instructors should also focus on paying attention to individual students’ engagement and needs when using visual tools, ensuring that every learner benefits from these strategies.
21. Inquiry-based learning: To answer questions posed by the instructor or by the students themselves, a learner undertakes his or her own research to arrive at an answer. Inquiry-based learning can be as simple as watching video lectures, or more involvement could come from designing and performing an experiment. Encouraging participation from one student at a time during inquiry-based activities helps foster an inclusive environment where each individual feels valued and supported.
22. Use simulations: Games or role-playing place students in an imaginary setting defined by the instructor, providing for an interactive, participatory learning experience.
23. Tell stories: Wherever possible, tell stories to illustrate concepts when giving lectures. This helps students to process course concepts in their own words and move past rote memorization. For example, you might ask them to paraphrase a story or definition, explain a concept in their own words, tell a story that relates to it, or provide analogies to further illustrate a course concept. Encouraging one student at a time to share their perspective or story can promote inclusivity and ensure that every voice is heard.
Use case: Steve Joordens, Professor of Psychology at the University of Toronto, has devoted much of his career to the issue of student distraction and its ephemeral counterpart, student engagement. And if he’s learned one thing about engagement, it’s that there’s more than one way to foster it. So he set about trying to name the different techniques, which led Joordens to create a taxonomy of student engagement, complete with its own handy label: RIFS, an acronym for “Relevant, Interesting, Fun, Social.”
Key takeaways:
Relevant: Answering the well-worn student grouse, “Why are we learning this?” Classroom activities such as problem-based or work-integrated learning can enhance any course material’s relevance.
Interesting: Personalized learning strategies in the classroom encourage students to take greater ownership over their own education, which develops a stronger sense of intrinsic motivation.
Fun: Making the classroom experience enjoyable helps keep students’ minds relaxed and open.
Social: Encouraging students to interact and learn from each other as well as from their instructors or their readings. Tactics such as response systems and peer assessments foster more social interaction in learning.
Transition: Technology is another powerful tool for enhancing engagement, as explored in the next section.
Using technology to enhance learning
Integrating technology into the classroom is a highly effective way to boost student engagement and promote deeper learning. Technology offers students interactive and immersive experiences, such as virtual field trips, simulations, and educational games, which make learning more dynamic and memorable.
Leveraging digital tools
Use online platforms to facilitate collaboration and communication, enabling students to participate in discussions, share resources and work together on projects regardless of location.
Provide students with real-time feedback, track progress, and identify areas where additional support is needed.
Encourage critical thinking and creativity by allowing students to explore complex ideas in innovative ways.
By leveraging digital tools, teachers can create a learning environment that supports student engagement, fosters deeper learning and prepares students for success in the modern age.
Transition: Collaboration is also essential for engagement—let’s look at strategies that encourage students to work together.
Student engagement strategies to encourage collaboration
24. Snowball discussions:
Continue combining groups until the class is back together
Randomly assign students in pairs with a discussion question.
After a few minutes, combine the pairs to form groups of four.
After another five minutes, combine groups of four to form a group of eight—and so on.
25. Philosophical chairs:
Read a statement that has two possible answers—agree or disagree—out loud to your class.
Ask students to move to one side of the room or the other, depending on whether they agree or disagree with the statement.
Once all participants have selected a side, encourage students on either side to argue in favor of their position.
This way, students can visualize where their peers’ opinions lie, compared to their own.
26. Affinity mapping:
Place students in small groups and pose a general question or problem to them that has many possible answers, such as “How would the history of the United States be different without Teddy Roosevelt” or “How would society be different if the Internet was never invented?”
Have students write their ideas on small index cards or on an online discussion thread.
After ten minutes, ask students to group their similar ideas into categories, then label the different groupings and discuss how each idea fits.
Suggest that students consider how the categories are related.
This allows students to participate in critical thinking by analyzing ideas and organizing them in relation to one another.
27. Concentric circles:
Ask students to form two circles: an inner circle and an outer circle.
Each student on the inside is paired with a student on the outside. Have them sit facing each other.
Pose a question to the broader group and ask the pairs to discuss their responses.
Have students on the outside circle move one space over after five minutes so they’re standing in front of a different peer.
Repeat the process for a few rounds, asking a new question each time and exposing students to their peers’ different perspectives.
28. Make it personal:
After a lecture unit or lesson concludes, arrange learners into discussion groups or online breakout rooms.
To encourage students to reflect on their personal connections to the material they are learning, ask them questions like “How did this change your initial understanding of the concept” or “Describe your initial reaction to this idea.”
29. Socratic seminar:
To prepare for a discussion, ask students to review a textbook chapter or a separate reading and develop higher-order thinking questions to pose to their peers.
During class, ask an open-ended question to introduce the activity.
Have students continue the conversation, encouraging their peers to use evidence-based claims, based on course concepts or texts.
Students are encouraged to share the floor with their peers, however, there doesn’t need to be a specific order for speaking.
Transition: Communication skills are also vital for student success; the next section highlights strategies to build these skills.
Student engagement strategies to build communication skills
30. Brainwriting:
To build rapport and respect in your classroom, give students time to reflect on their learnings in writing, following a challenging course concept.
Using guided prompts or leaving it open to your students’ interpretation, have them share their thoughts and questions in a conversation with peers during class time or through an online discussion thread.
Knowing how to keep students engaged throughout the duration of class ensures that they will be able to understand course concepts on a deeper level.
31. Concept mapping:
Collaborative concept mapping is a way of visually organizing concepts and ideas, in order to better understand how they are related.
In small groups, students can use this exercise to go over past work or to brainstorm ideas for future assignments and projects.
For face-to-face classes, have students place sticky notes and chart paper on the classroom walls.
For online classes, the digital whiteboard feature in Zoom allows students to map out ideas and connect concepts.
32. Debate:
Pose an issue or topic to your class.
Place students into groups according to the position they hold on the topic.
Ask each group to develop some arguments or examples to support their opinion.
Put each group’s idea on a virtual whiteboard or piece of chart paper, to be a starting point for a classwide discussion.
To conclude, encourage students to debate the strengths and weaknesses of each group’s argument, to help students improve their higher-order thinking and analysis skills.
33. Compare and contrast:
Place students into groups and ask them to focus on a specific chapter in their textbook.
Encourage them to find similarities and differences between ideas that can be found in course readings and external sources, like articles and videos they may find.
This way, students benefit from sharing resources and learning from one another’s perspectives.
34. Assess/diagnose/act: This activity helps strengthen students’ problem-solving abilities and can spur more dynamic discussions. Propose a topic or controversial statement, then follow the steps below to start a discussion:
Assessment: What is the main problem or issue?
Diagnosis: What is its root cause?
Action: How can we, as a group, solve the issue?
Transition: To ensure these strategies lead to meaningful learning, it’s important to focus on fostering deeper understanding, as described in the next section.
Fostering deeper learning and understanding
To foster deeper learning and understanding, teachers must go beyond surface-level instruction and create opportunities for students to engage in critical thinking, analysis, and reflection.
Combining direct instruction with practice
Combine direct instruction with guided and independent practice to help students build a strong foundation while encouraging them to apply new knowledge in meaningful ways.
Use scaffolding, think-alouds, and self-assessment to help students connect prior knowledge to new concepts and develop a deeper understanding.
Making learning relevant
Incorporate real-world examples and case studies to make learning relevant and show students how their knowledge applies outside the classroom.
Use project-based learning, service-learning and experiential learning activities to give students hands-on opportunities to solve problems and make connections to the real world.
These approaches not only increase student engagement but also help students develop essential skills such as critical thinking, problem-solving, and effective communication. By providing students with varied and authentic learning experiences, teachers support deeper learning and prepare students to thrive in the modern age.
Transition: The following sources inform these strategies for engagement and deeper learning.
Conclusion: The lasting impact of student engagement
Student engagement is a broad concept that extends far beyond simple participation—it is the driving force behind meaningful learning, academic achievement, and the development of essential skills in individual students. When teachers encourage students to take an active role in the learning process, they create a classroom environment where collaborative learning, real-world applications and technology come together to make lessons relevant and memorable.
Promoting student engagement requires a thoughtful blend of instructional strategies, such as think-pair-share, group work, and open-ended questions. These approaches not only hold students accountable for their learning but also encourage them to reflect on their understanding and connect course material to real-world situations. By providing students with relevant examples and opportunities to share their ideas, teachers help students feel valued and motivated to stay engaged.
A supportive learning environment is central to increasing student engagement. When students feel included and respected, they are more likely to participate actively, think critically, and pursue deeper understanding. Engagement strategies that foster emotional engagement, critical thinking and active participation lead to higher levels of motivation, persistence and overall academic achievement.
Teachers play a vital role in promoting student engagement by designing classroom activities that are interactive, inclusive and aligned with learning goals. By prioritizing collaborative learning and giving students the chance to take ownership of their education, educators can transform the classroom into a space where deeper learning and academic success are the norm.
Ultimately, making student engagement a central idea in educational practice benefits both students and teachers. When learning is relevant, interactive and fun, students are more likely to thrive academically and reach their full potential. By following these engagement strategies and fostering a positive classroom environment, teachers can ensure that all students feel supported, motivated, and empowered to learn and grow—creating a lasting impact on their educational journey.
References
Ojalvo, H. E., & Doyne, S. Five Ways to Flip Your Classroom With The New York Times. [Blog post] New York Times. Retrieved May 15, 2019 from https://learning.blogs.nytimes.com/2011/12/08/five-ways-to-flip-your-classroom-with-the-new-york-times/
Evans, C., Muijs, D. & Tomlinson, M. (2015). Engaged student learning: high-impact strategies to enhance student achievement. [White paper] Retrieved May 15, 2019 from: https://www.heacademy.ac.uk/knowledge-hub/engaged-student-learning-high-impact-strategies-enhance-student-achievement
Twelve Best Practices for Student Engagement and Retention. [White paper] Retrieved May 15, 2019 from Mansfield University of Pennsylvania: https://www.mansfield.edu/academic-affairs/upload/Twelve-Best-Practices-for-Student-Engagement-and-Retention-2012.pdf
Quevillon, K. (2017). Student Attendance Matters, Even If Lectures Are Online. Ask Harvard. [Blog post] Retrieved May 15, 2019 from Top Hat Blog: https://tophat.com/blog/student-attendance-harvard/
Inquiry-Based Learning. Retrieved May 15, 2019 from Queens’ University, Kingston: https://www.queensu.ca/ctl/teaching-support/instructional-strategies/inquiry-based-learning
Frequently Asked Questions
What exactly counts as “student engagement?”
In this context, “student engagement” refers to students’ active participation and investment in their own learning. That includes not just attending class, but interacting with course content (e.g. doing readings, watching lectures), contributing in discussion, applying ideas to assignments or problem sets and reflecting on materials—whether in class, online, or during self-study.
Why is engagement important—can’t students just passively learn by reading or listening?
Research and teaching experience show that active engagement helps students better understand, retain, and apply concepts. Engaged students learn more deeply, develop critical thinking, and often perform better academically. Passive learning tends to result in poorer retention and less ability to apply knowledge outside the classroom.
Which strategies work best for large lecture courses vs small seminars?
Many engagement strategies can be adapted to both settings. For large lectures, tools like interactive polls, low-stakes quizzes, clicker questions, or online discussion boards help engage many students at once. In smaller seminars, group discussion, peer-review, collaborative assignments, or open discussion foster deeper interaction and student voice. Blended approaches—combining lecture, active learning, and ongoing formative assessments—often work well regardless of class size.
How much time does it take for instructors to implement these engagement strategies?
It depends on the strategy. Some activities like adding a quick in-class poll or discussion prompt may take only a few minutes. Others, like redesigning assignments around active learning or setting up peer review, require more planning up front. However, many instructors find the extra effort pays off: engaged students are often more motivated, more likely to participate, and may require less remedial support later on.
If you lead professional learning, whether as a school leader or PD facilitator, your goal is to make each session relevant, engaging, and lasting. AI can help you get there by streamlining prep, differentiating for diverse learners, combining follow-ups with accessibility for absentees, and turning feedback into actionable improvements.
1. Streamline prep
Preparing PD can take hours as you move between drafting agendas, building slides, writing handouts, and finding the right examples. For many facilitators, the preparation phase becomes a race against time, leaving less room for creativity and interaction. The challenge is not only to create materials, but to design them so they are relevant to the audience and aligned with clear learning goals.
AI can help by taking the raw information you provide–your session objectives, focus area, and audience details–and producing a solid first draft of your session materials. This may include a structured agenda, a concise session description, refined learning objectives, a curated resource list, and even a presentation deck with placeholder slides and talking points. Instead of starting from scratch, you begin with a framework that you can adapt for tone, style, and participant needs.
AI quick start:
Fine-tune your PD session objectives or description so they align with learning goals and audience needs.
Design engaging PD slides that support active learning and discussion.
Create custom visuals to illustrate key concepts and examples for your PD session.
2. Differentiate adult learning
Educators bring different levels of expertise, roles, and learning preferences to PD. AI can go beyond sorting participants into groups; it can analyze pre-session survey data to identify common challenges, preferred formats, and specific areas of curiosity. With this insight, you can design activities that meet everyone’s needs while keeping the group moving forward together.
For instance, an AI analysis of survey results might reveal that one group wants practical, ready-to-use classroom strategies while another is interested in deepening their understanding of instructional frameworks. You can then create choice-based sessions or breakout activities that address both needs, allowing participants to select the format that works best for them. This targeted approach makes PD more relevant and increases engagement because participants see their own goals reflected in the design.
AI quick start:
Create a pre-session survey form to collect participant goals, roles, and preferences.
Analyze survey responses qualitatively to identify trends or themes.
Develop differentiated activities and resources for each participant group.
3. Make PD accessible for those who miss it
Even the most engaging PD can lose its impact without reinforcement, and some participants will inevitably miss the live session. Illness, scheduling conflicts, and urgent school needs happen. Without intentional follow-up, these absences can create gaps in knowledge and skills that affect team performance.
AI can help close these gaps by turning your agenda, notes, or recordings into follow-up materials that recap key ideas, highlight next steps, and provide easy access to resources. This ensures that all educators, regardless of whether they attended, can engage with the same content and apply it in their work.
Imagine hosting a PD session on integrating literacy strategies across the curriculum. Several teachers cannot attend due to testing responsibilities. By using AI to transcribe the recording, produce a well-organized summary, and embed links to articles and templates, you give absent staff members a clear path to catch up. You can also create a short bridge-to-practice activity that both attendees and absentees complete, so everyone comes to the next session prepared.
This approach not only supports ongoing learning but also reinforces a culture of equity in professional development, where everyone has access to the same high-quality materials and expectations. Over time, storing these AI-generated summaries and resources in a shared space can create an accessible PD archive that benefits the entire organization.
AI quick start:
Transcribe your PD session recording for a complete text record.
Summarize the content into a clear, concise recap with next steps.
Integrate links to resources and bridge-to-practice activities so all participants can act on the learning.
4. Turn participant feedback into action
Open-ended survey responses are valuable, but analyzing them can be time-consuming. AI can code and group feedback so you can quickly identify trends and make informed changes before your next session.
For example, AI might cluster dozens of survey comments into themes such as “more classroom examples,” “more time for practice,” or “deeper technology integration.” Instead of reading through each comment manually, you receive a concise report that highlights key priorities. You can then use this information to adjust your content, pacing, or format to better meet participants’ needs.
By integrating this kind of rapid analysis into your PD process, you create a feedback loop that keeps your sessions evolving and responsive. Over time, this builds trust among participants, who see that their input is valued and acted upon.
AI quick start:
Compile and organize participant feedback into a single dataset.
Categorize comments into clear, actionable themes.
Summarize insights to highlight priority areas for improvement.
Final word
AI will not replace your skill as a facilitator, but it can strengthen the entire PD cycle from planning and delivery to post-session coaching, accessibility, and data analysis. By taking on repetitive, time-intensive tasks, AI allows you to focus on creating experiences that are engaging, relevant, and equitable.
Andy Szeto, Ed.D, Professor and District Administrator
Andy Szeto, Ed.D., is a district administrator and professor of educational leadership and teacher education. He has taught over fifty graduate-level courses in leadership and instructional practice, published on AI in education, social studies instruction, and leadership development, and advised aspiring administrators throughout his career.
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Any educator can attest to the mounting challenge of maintaining student attention in the classroom. Students’ exposure to digital media from a very young age has both diminished their capacity to pay attention and led them to crave interactions with devices during times when their use is not essential.
Yet, engagement matters. Students’ capacity to participate in activities and “be present” serves as a powerful indicator of how they will fare in engagement with people and academics. Here are a few ways to foster that engagement, despite the challenges:
1. Igniting Curiosity and Relevance
Students should be taught lessons with thought-provoking questions. The more inquisitive the mind, the more in sync they are with dealing with real-world problems and building connections later in life. It’s important to have teachers who help students see value in what they’re learning. To help students discover that value, allow them to draw connections by using current events, surprising facts, or personal stories as examples. Incorporating movement and multiple modes of learning in day-to-day classroom life helps to build active inquiry. The idea is to foster greater participation and sustained focus. Relating students’ learning to their lived experience will help you boost interaction, spark curiosity, and keep students invested in their learning journey.
2. Create a Safe and Supportive Environment
Countless studies have shown that psychological safety acts as a foundation for participation; encouraging a culture where all contributions are respected builds that much-needed safety net. An essential key to building this safety net is establishing your classroom as a stable structure that can hold student curiosity, experimentation, and mistakes. Take care to build consistency between sessions. Using callbacks to past discussions, maintaining a classroom journal, or introducing a themed narrative across lessons helps students to stay engaged and makes their learning journey more cohesive. Strategies such as think-pair-share or anonymous responses can help students build confidence, especially as they grow into less familiar areas of learning.
3. Use Storytelling and Creative Expression
Consistent use of storytelling in the classroom can deepen students’ connection with one another, their teachers, and their voice. Storytelling allows students to express novel ideas in a familiar format. It also helps to make abstract topics more accessible and memorable. But storytelling isn’t all about comfort and familiarity. Surprise elements, such as unusual prompts, playful props, music, or themed challenges can keep your students invested in the art of making narrative. Surprise and innovation also lead to improved memory and a sharper capacity to synthesize abstract concepts.
4. Incorporate Movement and Sensory Engagement
Integrating interactive elements such as hands-on activity, physical movement, and visual aid helps to combat student restlessness and increase their enjoyment of a lesson. If your material requires lecture, break it up with quick, student-centered activities; a movement break; or an opportunity for students to give feedback. Incorporating movement and sensory engagement helps to keep the energy levels up and supports varied learning styles.
5. Give Students Voice and Choice
Offering multiple ways to approach an assignment or allowing students to help determine class discussion fosters an invaluable sense of agency and control. Invite students to prepare and lead part of a lesson; they’ll integrate their perspectives into the experience, which benefits their teachers, their peers, and themselves. The resulting sense of autonomy will increase their ownership and investment in learning.
6. Be Flexible and Empathetic
It’s important that teachers and caregivers for students understand and respond to individual learning rhythms and needs. Having flexibility with pace, deadlines, and participation formats helps to build trust, reduce anxiety, and support engagement. Teaching students the importance of empathy from a young age helps them grow into more responsible and emotionally mature adults.
Conclusion
Student attention and participation need to be nurtured through intention, empathy, and creativity. It’s important to have an all-around approach towards student-centered learning. It is important that we encourage our teachers to experiment, listen, and evolve with their students. As teachers and caregivers, we can empower students to embrace the learning process and build confidence by infusing joy and curiosity into the daily routine.
A happy, comfortable classroom invites deeper engagement and holds its students in consistent positive regard. Introducing short activities like gratitude journaling, music, and light-hearted check-ins, while adding a bit of humor to them, creates a welcoming atmosphere where students are more likely to speak up, stay focused, and enjoy the learning process.
Mallory Hellman (she/her) is a writer, educator, and advocate for youth creativity. Since 2015, she has served as the Director of the Iowa Youth Writing Project, where she leads programs that bring free, high-quality writing opportunities to young people across Iowa. Mallory graduated from the Iowa Writers’ Workshop (MFA in Fiction) and Harvard University (BA in English and American Literature) and has taught creative writing at the University of Iowa, the Duke University Talent Identification Program, and in schools, shelters, and community centers throughout the Midwest. Her nonfiction has appeared in publications such as Tuesday Magazine and Forbes. In recognition of her leadership and community engagement, she received the Bravo Award from the Coralville Chamber of Commerce in 2015. In 2024, she co-founded the Experiential Education Collective, an organization devoted to promoting student-centered learning and hands-on creativity in schools and other educational spaces.
In my classroom, students increasingly ask for relevant content. Students want to know how what they are learning in school relates to the world beyond the classroom. They want to be engaged in their learning.
In fact, the 2025-2026 Education Insights Report vividly proves that students need and want engaging learning experiences. And it’s not just students who see engagement as important. Engagement is broadly recognized as a key driver of learning and success, with 93 percent of educators agreeing that student engagement is a critical metric for understanding overall achievement. What is more, 99 percent of superintendents believe student engagement is one of the top predictors of success at school.
Creating highly engaging lesson plans that will immerse today’s tech-savvy students in learning can be a challenge, but here are two easy-to-find resources that I can turn to turbo-charge the engagement quotient of my lessons:
Virtual field trips Virtual field trips empower educators to introduce students to amazing places, new people and ideas, and remarkable experiences–without ever leaving the classroom. There are so many virtual field trips out there, but I always love the ones that Discovery Education creates with partners.
I also love the virtual tours of the Smithsonian National Museum of Natural History. Together as a class or individually, students can dive into self-guided, room-by-room tours of several exhibits and areas within the museum from a desktop or smart device. This virtual field trip does include special collections and research areas, like ancient Egypt or the deep ocean. This makes it fun and easy for teachers like me to pick and choose which tour is most relevant to a lesson.
Immersive learning resources Immersive learning content offers another way to take students to new places and connect the wider world, and universe, to the classroom. Immersive learning can be easily woven into the curriculum to enhance and provide context.
One immersive learning solution I really like is TimePod Adventures from Verizon. It features free time-traveling episodes designed to engage students in places like Mars and prehistoric Earth. Now accessible directly through a web browser on a laptop, Chromebook, or mobile device, students need only internet access and audio output to begin the journey. Guided by an AI-powered assistant and featuring grade-band specific lesson plans, these missions across time and space encourage students to take control, explore incredible environments, and solve complex challenges.
Immersive learning content can be overwhelming at first, but professional development resources are available to help educators build confidence while earning microcredentials. These resources let educators quickly dive into new and innovative techniques and teaching strategies that help increase student engagement.
Taken together, engaging learning opportunities are ones that show students how classrooms learnings directly connect to their real lives. With resources like virtual field trips and immersive learning content, students can dive into school topics in ways that are fun, fresh, and sometimes otherworldly.
Leia J. DePalo, Northport-East Northport Union Free School District
Leia J. (LJ) DePalo is an Elementary STEM and Future Forward Teacher (FFT) in the Northport-East Northport School District with over 20 years of experience in education. LJ holds a Master of Science in Literacy and permanent New York State teaching certifications in Elementary Education, Speech, and Computer Science. A dedicated innovator, she collaborates with teachers to design technology-infused lessons, leads professional development, and choreographs award-winning school musicals. In recognition of her creativity and impact, DePalo was named a 2025 Innovator Grant recipient.
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Higher education provides students with the opportunity to participate in a diverse range of academic programs that facilitate further exploration beyond the classroom. Participating in a guided research project offers valuable exposure to discipline-specific inquiry. Under the mentorship of a faculty research advisor, students gain critical skills such as project management, research methods, and early professional development. While the roles and responsibilities of the research advisor can vary depending on the type of research (e.g., human subjects, qualitative, quantitative, mixed methods), there are commonalities in how to best support student researchers. These strategies highlight best practices along with other important considerations for research advisors.
Traditionally, a research advisor guides and oversees student-led research by providing pivotal insight and direction throughout the project (National Academy of Sciences, 2009). The advisor plays a vital role in ensuring that the student follows ethical standards and guidelines. Beyond its formal role, research advisors also serve as mentors who motivate, encourage, and support students as they develop intellectually and professionally. They also create a protected and affirming space for students to be vulnerable in instances of uncertainty as the research project progresses. This dual function as both advisor and mentor has a lasting impact on students’ academic success and career trajectories. Through intentional mentorship and guidance, research advisors help students cultivate scholarly excellence, professional competence, and life skills that extend beyond the academic environment into daily activities.
There are several considerations that may cause faculty members to feel apprehensive about serving as research advisors, especially since these responsibilities extend beyond classroom instruction. This includes increased teaching loads, required committee responsibilities, professional development, community service, and administrative duties (Springer et al., 2023). Balancing these institutional demands can be overwhelming. These expanding roles and expectations contribute significantly to faculty fatigue, often leading to demoralization and persistent stress. Additionally, a student’s aptitude, skills, level of independence, and overall capacity for college-level research can also add to the complexity of serving as a research advisor.
Teaching, Learning, and Engagement Strategies
The advisor role aligns with several teaching and educational philosophies. Notably, Behaviorism (stimuli, reinforcement, and environment) and Essentialism (back to the basics) are all useful. These conceptual and philosophical frameworks are demonstrated in each of the posited strategies through the intentional use of engaging activities and techniques. Also instructive is Jean Piaget’s philosophy, which emphasizes a hands-on approach that focuses on active learning and interaction, which leads to the student’s self-exploration and discovery (Uzun, 2024). Promoting engagement that fosters problem-solving and critical thinking is especially important in the student-researcher-advisor relationship. Serving as a research advisor also requires employing an eclectic approach in relation to teaching and educational philosophies. Throughout each of the following strategies, it is imperative that the student’s learning and each engagement opportunity are meaningful, productive, and place the student researcher at the center of the collaboration. Each of these strategies presents teachable moments not only for students but also for the research advisor. The implementation of each plan to support the student, specifically how and why it is addressed.
Assess Students’ Readiness for Research
Conducting a low-stakes, informal assessment of the students’ interests, strengths, and areas of opportunity is a good starting point. Prior involvement with the student, due to their having taken a course with the faculty, may have already allowed for a preliminary assessment of the student’s preparedness for college-level research. In the absence of experience working with the student, one quick assessment method is to explore the student’s understanding of the research project more deeply. Engage in active listening, ask insightful and probing questions, and allow the process to unfold naturally. This encourages the student to demonstrate what they know about producing a noteworthy project. Students have a wide range of learning styles, competencies, and abilities. The goal is not to judge but to assess through an objective lens. This strategy enables faculty to make informed decisions about the commitment level, existing competencies, and overall student needs when undertaking scholarly research (Sharp, 2002).
Model Behavior and Coach for Success
Engaging students outside of the classroom also allows faculty to demonstrate other skill sets. The research advisor should conduct themselves in a manner that shows students ways to interact with various research stakeholders and how soft skills can be applied across different contexts. Much of the advisor’s time is spent monitoring and supporting the student. It is also imperative that the student is empowered and given the space to work independently, which is vital to students’ metacognition (Howlett, 2021). Research can be daunting; therefore, a key part of the coaching process involves implementing activities and providing affirming feedback that keeps the student engaged and interested. This strategy is essential because it supports students in gaining the requisite proficiencies as a researcher and collaborating with others.
Introduce and Teach Project Management Skills
Prioritizing tasks and effective time management are valuable skills that can enhance a student’s academic, professional, and personal life. Monitoring and evaluating overall goals and objectives promote the success of the research project. A practical approach to this strategy is to assign the student small tasks with specific timelines and deliverables, then provide incremental feedback. Scheduling project meetings to identify immediate tasks and priorities helps students understand and appreciate how to manage projects effectively. Clearly defined due dates, which may sometimes be inflexible, must be communicated (Sharp, 2002). Students are empowered when given relevant information, as well as a clear understanding of each phase of the research project. Adopting this strategy is a value-added benefit for students, as it reduces the likelihood of missed deadlines and critical deliverables throughout the project cycle.
Create a Safe Space for New Experiences and Growth
Naturally, some students may feel intimidated or unsure about how the student-faculty research collaboration will proceed. Uncertainty is expected since this is a new role and experience. It is notably different from previous instructor-student interactions that existed in the classroom. While the faculty advisor anticipates various outcomes, the student also has expectations related to faculty expertise and creativity, as well as benefiting from their full support and constructive criticism (Abbas, 2020). The research advisor must ensure that a safe environment is created for the student to feel empowered to share alternative or completely different viewpoints on various aspects of the research project. Maintaining a safe environment also encourages collaboration, student growth, and overall development. Using this strategy creates an environment of trust, teamwork, and mutual respect.
Finally, regardless of the size or type of institution, service and student engagement activities are viewed positively in higher education. Serving as a research advisor gives faculty the chance to showcase what they do outside the classroom. A large part of their time is dedicated to meeting teaching and learning responsibilities, for which they are evaluated on annually. Great effort is also made to ensure that faculty adequately support students with academic challenges. Taking on the role of research advisor also allows high-achieving students to be engaged. Additionally, this role supports and addresses the needs of students with aspirations for graduate studies, those seeking more challenging opportunities, or who have a general interest in scholarly research. Ultimately, it is a win-win situation for both the student and the faculty member who takes on this important role.
Curtis L. Todd, PhD, is Professor of Social Work in the School of Arts and Sciences at Atlanta Metropolitan State College, where he also provides instruction in Criminal Justice. Quintero J. Moore, MD, is Assistant Professor of Biology in the School of Arts and Sciences at Atlanta Metropolitan State College.
References
Abbas, A., Arrona-Palacios, A., Haruna H., and Alvarez-Sosa, D. 2020. Elements of students’ expectation towards teacher-student research collaboration in higher education. Frontiers in Education Conference (FIE): IEEE.
Howlett, M.A., McWilliams, M.A., Rademacher, K. et al. 2021. Investigating the Effects of Academic Coaching on College Students’ Metacognition. Innovative Higher Education: Springer Nature.
National Academy of Sciences, National Academy of Engineering (US) and Institute of Medicine (US) Committee on Science, Engineering, and Public Policy. (2009). On Being a Scientist: A Guide to Responsible Conduct in Research – Advising and Mentoring. 3rd Edition. National Academies Press: National Academy of Sciences.
Sharp, J.A., Peters, J., & Howard, K. (2002). The Management of a Student Research Project. 3rd Edition. Routledge: Taylor & Frances Group.
Springer, A., Oleksa-Marewska, K., Basinska-Zych, A., Werner, I., and Bialowas, S. (2023). Occupational burnout and chronic fatigue in the work of academic teachers-moderating role of selected health behaviours. National Library of Medicine: PLoS One.
Uzun, Aylin. 2024. Education Based on Piaget’s Theory. Research In Educational Sciences-I: IKSAD.
Higher education has reached its canary-in-a-coal-mine moment: The recent resignation of the University of Virginia president under intense political pressure isn’t just another leadership transition but an indicator of hazards ahead, with similar pressures mounting George Mason University. Higher education governing boards cannot ignore these urgent warning signs that signal peril for the governance structures that have supported our universities and colleges for centuries.
U.S. higher education is built on a unique model of governance in which independent citizen trustees exercise fiduciary oversight, set policy, safeguard institutional autonomy, support fulfillment of the mission and act in the best interests of the university or college as stewards of the public trust. This model of self-governance has preserved the academic freedom and driven the innovation that are hallmarks of U.S. higher education and that form the foundation of the profound societal impact and global prominence of the sector.
Today, this governance model faces significant disruption. At both public and private institutions, trustees are being encouraged by policy-driven think tanks to serve as ideological agents and interfere with management rather than act as true fiduciaries. This violation of institutional autonomy is destabilizing and harmful to governance, yielding fractured boards, diminished presidential authority, politicized decision-making, academic censorship and loss of public trust.
Boards must take this warning very seriously and take a hard look at whether their decisions reflect independent judgment aligned with the institution’s mission or, instead, the influence of external agendas. If governance fails, academic freedom is compromised, academic quality is weakened, public trust is eroded and the promise of U.S. higher education and its role in a democracy will disappear.
To guide boards in upholding institutional autonomy and mission stewardship, the Association of Governing Boards of Universities and Colleges recently launched the Govern NOW initiative with support from a Mellon Foundation grant. As part of this initiative, AGB developed a models of governance comparison and checklist for governance integrity. These tools help board members distinguish between effective governance and ideologically driven overreach and provide a framework to assess their practices and recommit to their fiduciary responsibilities.
This is especially critical due to growing misinformation about the role of trustees. Without a true understanding of their responsibilities, they might act independently of board consensus, undermine governance norms, overstep management boundaries and pursue ideological agendas. These actions not only weaken governance by harming board cohesion and culture but also threaten the institutional stability and mission that trustees are charged to uphold.
This moment is not about partisan politics. It is about leadership and whether we will allow institutional governance to be hijacked by ideological conflict. At stake is the integrity of the governance system that has been the foundation on which the strength and distinction of U.S. higher education has been built.
To every trustee, I implore you to look inward. Ask whether your board is governing with independence and as stewards of mission and public trust. Use the tools AGB developed to evaluate your culture and boundaries. Engage in real dialogue with your president. Lead together with courage and clarity to secure higher education’s promise.
Ross Mugler is board chair and acting president and CEO of the Association of Governing Boards of Universities and Colleges.
Academic support for students is an essential component of their academic success. At a time when resources are stretched, it is critical that academic support structures operate as a well-oiled machine, where each component has a clearly defined purpose and operates effectively as a whole.
We previously discussed how personal and pastoral tutoring, provided by academic staff, needs to be supplemented by specialist academic support. A natural next step is to consider what that specialist support could look like.
A nested model
We’ve identified four core facets of effective academic support, namely personal tutoring (advising/coaching/mentoring etc), the development of academic skills and graduate competencies, all supported by relevant student engagement data. The nested model below displays this framework.
We also suggest two prerequisites to the provision of academic support.
Firstly, a student must have access to information related to what academic support entails and how to access this. Secondly, a student’s wellbeing means that they can physically, mentally, emotionally and financially engage with their studies, including academic support opportunities.
Figure 1: Academic support aspects within a student success nested model
Focusing on academic support
Personal tutoring has a central role to play within the curriculum and within academic provision more broadly in enabling student success.
That said, “academic support” comprises much more than a personal tutoring system where students go for generic advice and support.
Rather, academic support is an interconnected system with multiple moving parts tailored within each institution and comprising different academic, professional and third-space stakeholders.
Yet academics remain fundamental to the provision of academic support given their subject matter expertise, industry knowledge and their proximity to students. This is why academics are traditionally personal tutors and historically, this is where the academic support model would have ended. Changes in student needs means the nature of personal tutoring has needed to be increasingly complemented by other forms of academic support.
Skills and competencies
Academic skills practitioners can offer rich insights in terms of how best to shape and deliver academic support.
A broad conception of academic skills that is inclusive of academic literacies, maths, numeracy and stats, study skills, research and information literacy and digital literacy is a key aspect of student academic success. Student acquisition of these skills is complemented by integrated and purposeful involvement of academic skills practitioners across curriculum design, delivery and evaluation.
Given regulatory focus on graduate outcomes, universities are increasingly expected to ensure that academic support prepares students for graduate-level employability or further study upon graduation. Much like academic skills practitioners, this emphasises the need to include careers and employability consultants in the design and delivery of integrated academic support aligned to the development of both transferable and subject-specific graduate competencies.
Engaging data
Data on how students are participating in their learning provides key insights for personal tutors, academic skills practitioners and colleagues working to support the development of graduate competencies.
Platforms such as StREAM by Kortext enable a data-informed approach to working with students to optimise the provision of academic support. This holistic approach to the sharing of data alongside actionable insights further enables successful transition between support teams.
Knowing where the support need is situated means that these limited human and financial resources can be directed to where support is most required – whether delivered on an individual or cohort basis. Moreover, targeted provision can be concentrated at relevant points over the academic year. Using engagement data contributes to efficiency drives through balancing the provision of information and guidance to all students. The evidence shows it’s both required and likely to prove effective.
Academic support is increasingly complicated in terms of how different aspects overlap and interplay within a university’s student success ecosystem. Therefore, when adopting a systems-thinking approach to the design and delivery of academic support, universities must engage key stakeholders, primarily students, academic skills practitioners and personal tutors themselves.
A priority should be ensuring varied roles of academic support providers are clearly defined both individually and in relation to each other.
Similarly, facilitating the sharing of data at the individual student level about the provision of academic support should be prioritised to ensure that communication loops are closed and no students fall between service gaps.
Given that academic support is evolving, we would welcome readers’ views of what additional aspects of academic support are necessary to student success.
To find out more about how StREAM by Kortext can enable data-informed academic support at your institution, why not arrange a StREAM demonstration.
At one point in my career, I was the CEO of a students’ union who’d been charged with attempting to tackle a culture of initiation ceremonies in sports clubs.
One day a legal letter appeared on my desk – the jist of which was “you can’t punish these people if they didn’t know the rules”.
We trawled back through the training and policy statements – and found moments where we’d made clear that not only did we not permit initiation ceremonies, we’d defined them as follows:
An initiation ceremony is any event at which members of a group are expected to perform an activity as a means of gaining credibility, status or entry into that group. This peer pressure is normally (though not explicitly) exerted on first-year students or new members and may involve the consumption of alcohol, eating various foodstuffs, nudity and other behaviour that may be deemed humiliating or degrading.
The arguments being advanced were fourfold. The first was that where we had drawn the line between freedom to have fun and harmful behaviour, both in theory and in practice, was wrong.
The second was that we’d not really enforced anything like this before, and appeared to be wanting to make an example out of a group of students over which a complaint had been raised.
They said that we’d failed to both engender understanding of where the line was that we were setting for those running sports clubs, and failed to make clear expectations over enforcing that line.
And given there been no intent to cause harm, it was put to us that the focus on investigations and publishments, rather than support to clubs to organise safe(er) social activity, was both disproportionate and counter-productive.
And so to the South coast
I’ve been thinking quite a bit about that affair in the context of the Office for Students (OfS) decision to fine the University of Sussex some £585k over both policy and governance failings identified during its three-year investigation into free speech at Sussex.
One of the things that you can debate endlessly – and there’s been plenty of it on the site – is where you draw the line between freedom to speak and freedom from harm.
That’s partly because even if you have an objective of securing an environment characterised by academic freedom and freedom of speech, if you don’t take steps to cause students to feel safe, there can be a silencing effect – which at least in theory there’s quite a bit of evidence on (including inside the Office for Students).
You can also argue that the “make an example of them” thing is unfair – but ever since a copper stopped me on the M4 doing 85mph one afternoon, I’ve been reminded of the old “you can’t prove your innocence by proving others’ guilt” line.
Four days after OfS says it “identified reports” about an “incident” at the University of Sussex, then Director of Compliance and Student Protection Susan Lapworth took to the stage at Independent HE’s conference to signal a pivot from registration to enforcement.
She noted that the statutory framework gave OfS powers to investigate cases where it was concerned about compliance, and to enforce compliance with conditions where it found a breach.
She signalled that that could include requiring a provider to do something, or not do something, to fix a breach; the imposition of a monetary penalty; the suspension of registration; and the deregistration of a provider if that proved necessary.
“That all sounds quite fierce”, she said. “But we need to understand which of these enforcement tools work best in which circumstances.” And, perhaps more importantly “what we want to achieve in using them – what’s the purpose of being fierce?”
The answer was that OfS wanted to create incentives for all providers to comply with their conditions of registration:
For example, regulators assume that imposing a monetary penalty on one provider will result in all the others taking steps to comply without the regulator needing to get involved.
That was an “efficient way” to secure compliance across a whole sector, particularly for a regulator like OfS that “deliberately doesn’t re-check compliance for every provider periodically”.
Even if you agree with the principle, you can argue that it’s pretty much failed at that over the intervening years – which is arguably why the £585k fine has come as so much of a shock.
But it’s the other two aspects of that initiation thing – the understanding one and the character of interventions one – that I’ve also been thinking about this week in the context of the Sussex fine.
Multiple roles
On The Wonkhe Show, Public First’s Jonathon Simons worries about OfS’ multiple roles:
If the Office for Students is acting in essentially a quasi-judicial capacity, they can’t, under that role, help one of the parties in a case try to resolve things. You can’t employ a judge to try and help you. But if they are also trying to regulate in the student interest, then they absolutely can and should be working with universities to try and help them navigate this – rather than saying, no, we think we know what the answer is, but you just have to keep on revising your policy, and at some point we may or may not tell you got it right.
It’s a fair point. Too much intervention, and OfS appears compromised when enforcing penalties. Too little, and universities struggle to meet shifting expectations – ultimately to the detriment of students.
As such, you might argue that OfS ought to draw firmer lines between its advisory and enforcement functions – ensuring institutions receive the necessary support to comply while safeguarding the integrity of its regulatory oversight. At the very least, maybe it should choose who fronts out which bits – rather than its topic style “here’s our Director for X that will both advise and crack down. ”
But it’s not as if OfS doesn’t routinely combine advice and crack down – its access and participation function does just that. There’s a whole research spin-off dedicated to what works, extensive advice on risks to access and participation and what ought to be in its APPs, and most seem to agree that the character of that team is appropriately balanced in its plan approval and monitoring processes – even if I sometimes worry that poor performance in those plans is routinely going unpunished.
And that’s not exactly rare. The Regulator’s Code seeks to promote “proportionate, consistent and targeted regulatory activity” through the development of “transparent and effective dialogue and understanding” between regulators and those they regulate. Sussex says that throughout the long investigation, OfS refused to meet in person – confirmed by Arif Ahmed in the press briefing.
The Code also says that regulators should carry out their activities in a way that “supports those they regulate to comply” – and there’s good reasons for that. The original Code actually came from something called the Hampton Report – in 2004’s Budget, Gordon Brown tasked businessman Philip Hampton with reviewing regulatory inspection and enforcement, and it makes the point about example-setting:
The penalty regime should aim to have an effective deterrent effect on those contemplating illegal activity. Lower penalties result in weak deterrents, and can even leave businesses with a commercial benefit from illegal activity. Lower penalties also require regulators to carry out more inspection, because there are greater incentives for companies to break the law if they think they can escape the regulator’s attention. Higher penalties can, to some extent, improve compliance and reduce the number of inspections required.”
But the review also noted that regulators were often slow, could be ineffective in targeting persistent offenders, and that the structure of some regulators, particularly local authorities, made effective action difficult. And some of that was about a failure to use risk-based regulation:
The 1992 book Responsive Regulation, by Ian Ayres and John Braithwaite, was influential in defining an ‘enforcement pyramid’, up which regulators would progress depending on the seriousness of the regulatory risk, and the non-compliance of the regulated business. Ayres and Braithwaite believed that regulatory compliance was best secured by persuasion in the first instance, with inspection, enforcement notices and penalties being used for more risky businesses further up the pyramid.
The pyramid game
Responsive Regulation is a cracking book if you’re into that sort of thing. Its pyramid illustrates how regulators can escalate their responses from persuasion to punitive measures based on the behaviour of the regulated entities:
In one version of the compliance pyramid, four broad categories of client (called archetypes) are defined by their underlying motivational postures:
The disengaged clients who have decided not to comply,
The resistant clients who don’t want to comply,
The captured clients who try to comply, but don’t always succeed, and
The accommodating clients who are willing to do the right thing.
Sussex has been saying all week that it’s been either 3 or 4, but does seem to have been treated like it’s 1 or 2.
As such, Responsive Regulation argues that regulators should aim to balance the encouragement of voluntary compliance with the necessity of enforcement – and of course that balance is one of the central themes emerging in the Sussex case, with VC Sacha Roseneil taking to PoliticsHome to argue that:
…Our experience reflects closely the [Lords’ Industry and Regulators] committee’s observations that it “gives the impression that it is seeking to punish rather than support providers towards compliance, while taking little note of their views.” The OfS has indeed shown itself to be “arbitrary, overly controlling and unnecessarily combative”, to be failing to deliver value for money and is not focusing on the urgent problem of the financial sustainability of the sector.
His key principle was that sanctions should aim to change offender behaviour by ensuring future compliance and potentially altering organisational culture. He also argued they should be responsive and appropriate to the offender and issue, ensure proportionality to the offence and harm caused, and act as a deterrent to discourage future non-compliance.
To get there, he called for regulators to have a published policy for transparency and consistency, to justify their actions annually, and that the calculation of administrative penalties should be clear.
These are also emerging as key issues in the Sussex case – Roseneil argues that the fine is “wholly disproportionate” and that OfS abandoned, without any explanation, most of its provisional findings originally communicated in 2014.
The Macory and Hampton reviews went on to influence the UK Regulatory Enforcement and Sanctions Act 2008, codifying the Ayres and Braithwaite Compliance Pyramid into law via the Regulator’s Code. The current version also includes a duty to ensure clear information, guidance and advice is available to help those they regulate meet their responsibilities to comply – and that’s been on my mind too.
Knowing the rules and expectations
The Code says that regulators should provide clear, accessible, and concise guidance using appropriate media and plain language for their audience. It says they should consult those they regulate to ensure guidance meets their needs, and create an environment where regulated entities can seek advice without fear of enforcement.
It also says that advice should be reliable and aimed at supporting compliance, with mechanisms in place for collaboration between regulators. And where multiple regulators are involved, they should consider each other’s advice and resolve disagreements through discussion.
That’s partly because Hampton had argued that advice should be a central part of a regulators’ function:
Advice reduces the risk of non-compliance, and the easier the advice is to access, and the more specific the advice is to the business, the more the risk of non-compliance is reduced.
Hampton argued that regulatory complexity creates an unmet need for advice:
Advice is needed because the regulatory environment is so complex, but the very complexity of the regulatory environment can cause business owners to give up on regulations and ‘just do their best’.
He said that regulators should prioritise advice over inspections:
The review has some concerns that regulators prioritise inspection over advice. Many of the regulators that spoke to the review saw advice as important, but not as a priority area for funding.”
And he argued that advice builds trust and compliance without excessive enforcement:
Staff tend to see their role as securing business compliance in the most effective way possible – an approach the review endorses – and in most cases, this means helping business rather than punishing non-compliance.
If we cast our minds back to 2011, despite the obvious emerging complexities in freedom from speech, OfS had in fact done very little to offer anything resembling advice – either on the Public Interest Governance Principles at stake in the Sussex case, or on the interrelationship between them and issues of EDI and harassment.
Back in 2018, a board paper had promised, in partnership with the government and other regulators, an interactive event to encourage better understanding of the regulatory landscape – that would bring leaders in the sector together to “showcase projects and initiatives that are tackling these challenges”, experience “knowledge sharing sessions”, and the opportunity for attendees to “raise and discuss pressing issues with peers from across the sector”.
The event was eventually held – in not very interactive form – in December 2022.
Reflecting on a previous Joint Committee on Human Rights report, the board paper said that it was “clear that the complexity created by various forms of guidance and regulation is not serving the student interest”, and that OfS could “facilitate better sharing of best practice whilst keeping itself apprised of emerging issues.”
I’m not aware of any activity to that end by October 2021 – and even though OfS consulted on draft guidance surrounding the “protect” duty last year, it’s been blocking our FOI attempts to see the guidance it was set to issue when implementation was paused ever since, despite us arguing that it would have been helpful for providers to see how it was interpreting the balancing acts we know are often required when looking at all the legislation and case law.
The board paper also included a response to the JCHR that said it would be helpful to report on free speech prompted by a change in the risk profile in how free speech is upheld. Nothing to that end appeared by 2021 and still hasn’t unless we count a couple of Arif Ahmed speeches.
Finally, the paper said that it was “not planning to name and shame providers” where free speech had been suppressed, but would publish regulatory action and the reasons for it where there had been a breach of registration condition E2.
Either there’s been plenty of less serious interventions without any promised signals to the sector, or for all of the sound and fury about the issue in the media, there really haven’t been any cases to write home about other than Sussex since.
Willing, but ready and able?
The point about all of that – at least in this piece – is that it’s actually perfectly OK for a regulator to both advise and judge.
It isn’t so much to evaluate whether the fine or the process has been fair, and it’s not to suggest that the regulator shouldn’t be deploying the “send an example to promote compliance” tactic.
But it is to say that it’s obvious that those should be used in a properly risk-based context – and where there’s recognised complexity, the very least it should do is offer clear advice. It’s very hard to see how that function has been fulfilled thus far.
Ready means clients who know what compliance is – and if there’s a knowledge constraint, there’s a duty to educate and exemplify. It’s not been done.
Able means clients who are able to comply – and if there’s a capability constraint, there’s a duty to enable and empower. That’s not been done either.
Willing means clients who want to comply – and if there’s an attitudinal constraint, there’s a duty to “engage, encourage [and then] enforce”.
It’s hard to see how “engage” or “encourage” have been done – either by October 2021 or to date.
And so it does look like an assumption on the part of the regulator – that providers and SUs arguing complexity have been being disingenuous, and so aren’t willing to secure free speech – is what has led to the record fine in the Sussex case.
If that’s true, evidence-free assumptions of that sort are what will destroy the sort of trust that underpins effective regulation in the student interest.
For countries, regions and organisations across the UK and globally linking learning and skills has been a perennial problem. Employers and governments talk about skills gaps and shortages and look to education and skills providers to plug them. If it were that simple, gaps would be plugged already – so what gets in the way? And how might we create the conditions to overcome challenges and build a system that works?
Through the Regional Tertiary Pathfinders programme the Scottish Funding Council (SFC) worked alongside enterprise and skills partners and colleges and universities to take a “learning by doing” approach to finding out how Scotland’s tertiary education and skills system can be made more responsive, more integrated, and better able to support regional economies.
Seven pilot projects operating in the North East and South of Scotland helped us do just that, providing a real-world opportunity to learn from their work to deliver quick improvements. We are grateful to all the people in colleges, universities and regional organisations that have been involved along the way.
The projects are delivering changes in their curriculum, course offer and marketing materials which will have positive impacts for learners, improving the information on which they base their choices, smoothing and supporting learner journeys and pathways, and enabling them to progress into key areas of employment in the region or beyond.
Working regionally and as part of the programme, the education partners involved – three colleges, three universities and a tertiary institution – have been able to test how best to deliver ‘“next level” collaboration and together determine how best to achieve a shared local understanding of issues and needs.
The programme has also enabled us to test what collaboration across the two halves of tertiary provision might look like. Too often people think tertiary means merging colleges and universities – it might, but there are other models. We’ve been able to see new forms of shared governance develop, pursuing a greater emphasis on a systems approach which moves to lower, blur or remove some institutional boundaries.
Learning from experience
As one of the Pathfinder participants told us: “Defining what is different about the approach is important, it’s not just a talking shop; it’s about getting things done and meeting the needs of our young people and industry and for the region.”
The programme has been rich and multidimensional, providing insights at a project, regional and system level. I can only provide a flavour of the learning here with much more specific and practical learning contained in the reports, videos and other resources published on the Scottish Funding Council’s website.
At a programme and system level the factors for success have been:
Creating the right conditions for collaboration. It is important to have the right governance structures to facilitate effective collaboration with clear roles and responsibilities for development and delivery. It is also crucial that senior leaders provide the authorising environment for the work and are seen to be actively involved and supportive.
Working together differently. This was made possible by focusing on joint curriculum development, shared resources, and regional agreement on shared priorities. It enabled institutions to collaborate to create more effective learner pathways, courses and information products. Examples from the programme demonstrate how deeper, sustained partnerships between colleges, universities, and employers contributed to more dynamic and responsive education models, providing benefits to both learners and the regional economy.
Different models of collaboration. Formal institutional agreements emerged and provided long-term stability, while informal partnerships allowed for flexibility and adaptability in responding to emerging regional demands – and both provided opportunities for collaborations to grow and deepen into new curriculum areas.
Skills planning partnerships operating to influence the successful development of learning provision. It is vital that there is a clear and coherent approach to accountability so there is clarity about the roles and responsibilities of various stakeholders within existing regional and local partnership planning fora in developing and delivering regional skills priorities and associated provision.
Improving communication channels and formalising responsibilities ensures all partners understand their contributions to skills planning, enabling more effective alignment between educational pathways and regional economic needs. To enable more cohesive skills planning across sectors and partnerships, educational institutions should be empowered to lead skills responses – effectively using their brokering role to plan across multiple local authority areas and partnerships within a region.
Supporting long term success
Spreading and sustaining impact will be important as we move from programme to business as usual. Some key features which support both project and longer-term success include:
Inter-regional collaboration: A consistent feature across all projects was the collaboration between institutions in different localities, aligning their programmes and resources to serve the broader region. This approach has not only reduced duplication but also created more cohesive learning pathways. Expanding this model to other sectors and regions offers the potential to improve coordination, ensuring consistent and accessible educational opportunities across local authorities.
Recognising the role of the project co-ordinator: The project co-ordinator played a critical role in ensuring project success by facilitating collaboration, engaging the right stakeholders, and maintaining continuous progress. The success of this role demonstrates its potential to be scaled and adapted for use in other projects, ensuring smooth facilitation of partnerships and sustained momentum in multi-institutional collaborations.
Data sharing and collaborative analysis: Several projects benefited from data-sharing agreements that allowed institutions to analyse application and enrolment data together. Shared analysis helped align recruitment strategies, improve learner outcomes, and enhance marketing efforts. The model of using shared data to drive collaborative insights and decision-making can be scaled to other institutions, sectors, or regions, offering a framework for improving alignment between educational programmes and market needs.
Cross-institutional dialogue at multiple levels: A key feature of projects was regular dialogue between senior leaders, heads of departments, and professional service teams (including recruitment, admissions, and marketing). This dialogue enhanced collaboration at multiple levels, ensuring that institutions were aligned in their goals and activities. The multi-level dialogue model can be adopted by other institutions aiming to build closer working relationships across departments and leadership levels.
Sustaining collaboration
My list for enduring skills partnerships includes:
Developing a shared understanding of how to work together within the learning, skills and economy regional planning structures.
Avoiding over-reliance on individual relationships, which can be put at risk due to staff turnover. Take a systems-based approach instead – there is a role for the Scottish Government and SFC in creating the conditions for the system to work effectively.
Recognising there is an institutional cost associated with co-ordination and appropriately resource the partnership element of the work.
Having a dual focus on doing things together and maintaining the relationships that underpin joint delivery.
Obtaining meaningful buy-in from leaders at all levels, to enable and encourage staff to take the time required to build relationships and explore opportunities for deeper collaboration.
Discussing and agreeing attitude to risk – how open are partners to exploring and testing innovative solutions?
Including regular review points (as built into the Pathfinders programme) where partners step back and review, reflect and adapt together.
Facilitating better liaison with employers. For example, encourage more industry engagement in curriculum for a wider range of work-based learning opportunities.
Improving data sharing, e.g. Create central data sharing agreements to reduce institutional burdens, and have overarching tracking data for all.
Continuing to ask the questions:
How far will our proposals meet learner, employer and societal needs?
To what extent will they enable us to cope with increasingly tightening budget settlements?
A project lead told us: “What makes the approach successful is being really clear about what we’re trying to achieve; using action plans for delivery means people own the actions and the outcomes; they can see that the outcomes will make a real difference to learners, college staff, employers and employees and make life easier for business providers in the region.”
We want colleges and universities across Scotland to be inspired by what we’ve learnt through this programme and to use the Pathfinders resources to see what is possible. I hope the lessons learned (things to do, and things to avoid!) can be used to roll out a new approach more widely. The Pathfinders are an example of policy making as bottom-up, action-based research.
