Tag: meaningful learning experiences

Engaging Students in Meaningful Learning Experiences – Faculty Focus
Two years ago, I was invited to deliver a course at a prestigious management school abroad. Though hesitant at first, I accepted the opportunity to do what turned out to be one of my most rewarding teaching experiences. I taught a group of students unlike any I had taught over the span of my long teaching experience in diverse settings and institutions.

The students portrayed an exceptional level of behavioral engagement. This surprised me since I had never seen them before, and I was new to them. I had not had the chance to establish any social or emotional bonds with them. I could see them taking their own notes during the lessons, never asking me for my slides, a common practice among other students I have taught. They would work on the assigned tasks in class and use their time efficiently. Assigned homework was always completed without me having to send them reminders. When I gave a break during a session, many would open books and read until the class resumed.

It happened that my class was interrupted by the New Year’s one-day holiday. I asked the class after the holiday to think of a new year’s resolution, and to my surprise, a handful of students said that they intended to increase the number of books they would read in the coming year.

At the end of my visit, I left those students and went back home to my regular educational setting. I found myself reflecting on my own recent experience. In my setting, most teachers I work with grapple with the challenge of engaging their students in their learning; thus, they work hard on providing students with incentives and support to stay on tasks, contribute to their groups, and complete their assigned work. I know that many of those teachers designed very good learning experiences and tried to accommodate their students’ needs, yet they did not observe the engagement they hoped for.

This contrast raised several questions:
- What are we missing as educators when it comes to student engagement?
- Are the challenges related to the curriculum, the school, or the larger context extending beyond the school to the home and society?
- Is it the collective perception toward education a factor in fostering student engagement? Have educators and parents been able to help students understand the bigger meaning behind their school experiences and tasks?
- Have we been able to help them make the connection between these tasks and their reality?
- Has the system taken these into considerations when designing the educational curricula?
Talking about relating learning experiences to real life brings to my attention how this group of young management students integrated their academic knowledge with their online profiles. Many connected with me on LinkedIn, where I have been seeing them share deep reflections and insights from their studies. Although they are still in their early years of their university studies, they express their opinions and stand as though they are experts in their field. They report on activities they engage in related to what they study and reflect on what they encounter and experience. They provide bulleted lists of advice and practice. Reading their posts, I see these students already can foretell their placement in life after they graduate and are acting accordingly. This could be a reason why they embrace schoolwork and engage with it willingly.

I end with two incidents from my visit that resonate with me. For one of the assessments, I conducted an online, objective-type quiz, consisting mainly of multiple-choice questions. The class speed in which the students submitted their responses led me to think they had worked collectively on a WhatsApp group. When I raised this concern, one student who seemed offended assured me that they would not do such a thing. This claim was validated when I graded the final exam, a rigorous three-hour subjective type of exam. The class average was an impressive A.

The second incident was when I asked the class for feedback on my teaching, as I usually do towards the end of a semester. One student advised me: “Next time you teach here, be tougher on students. We are used to working hard, and we can handle it.” I had never heard of anything similar from a student; on the contrary I have students who often request reduced workload and extended deadlines.

Reflecting on this experience, I believe the following can be considered as main takeaways for educators:
- Design meaningful learning experiences: The type of learning experiences we design for our students should relate to their realities and be meaningful and to where the students see themselves later in life
- Recognize the multifaceted nature of engagement: Student engagement is not necessarily the product of the teacher’s efforts but a myriad of aspects including the curriculum, perceptions, school and culture.
- Allow students’ voices: Listening to the students’ voices provides us with a lot of tips on how we can improve the learning experiences for them and attend to what they think they need help with.
- Foster student accountability: There are ways to help students be accountable to their own actions and to behave responsibly towards their learning
- Cultivate academic integrity: academic integrity can be achieved effortlessly when students are interested in what they do and understand the positive impact of their learning on their lives.
Amal Farhat has experience in teaching and instructional coaching at K-12 schools and higher education. She has worked in the private and public sectors. Her interests mainly pertain to the development of professional learning communities through positive, constructive interactions among stakeholders of an institution. In higher education, she taught in the Faculty of Letters and Humanities and Faculty of Education. Additionally, she works as a teaching and learning specialist supporting faculty members with their teaching practices. Amal holds a PhD in education from the Doctoral Institute at Lebanese University, a counseling in pedagogy diploma from St. Joseph University, and is CAEL (Certificate in Advanced Education Leadership) certified from Harvard Graduate School of Education.
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May 2, 2025
Searching for the Optimal Class Design to Maximize Learning – Faculty Focus

Have you ever wondered what makes a course highly effective? If you had to focus on one, two, or three essential factors, what would they be? Would you emphasize a supportive learning environment, cognitive and affective learning, pedagogical design, essential content, creating assessments, providing feedback, integrating technology, or something different? Reflecting on my years in academia, I find myself increasingly drawn to the challenge of designing the optimal class—one that not only engages students but also maximizes student learning. Why do some classes leave an indelible mark on students, while others quickly fade from memory? As you think about this task, I hope this exercise offers a stimulating intellectual endeavor: a chance to reflect and improve one’s teaching.

Perhaps I am taking the easy way out by emphasizing pedagogical design, as it could be argued that a well-designed course naturally incorporates all of the above factors. That said, what is it about an optimally designed class that resonates so deeply with my inner teacher? Simply, it is the way it combines cognitive and educational psychology—how people learn—with the scholarship of teaching and learning (SoTL), which focuses on how educators’ study and improve their teaching to increase student learning (McKinney, 2007). This convergence of theory and teaching practice offers one perspective for creating an optimal learning experience.

An Anticipatory Set

For me, a well-designed class begins with an anticipatory set and a review of prior learning. These activities work together to engage students, activate their prior knowledge, and prepare them for new content. An anticipatory set, for example, might ask students to brainstorm times when they applied knowledge in real-world settings. This approach not only sparks curiosity but also helps students connect the material to their personal experiences, facilitating affective learning. Following this, a review of prior learning solidifies what students have already learned and creates a transition to new material. By linking new content to existing knowledge, students move from learning in isolation to building meaningful connections. Together, these strategies reduce cognitive load (Sweller, Van Merrienboer, & Pass, 2019), allowing students to focus their mental energy on deeper understanding and application.

The Delivery

Next comes the delivery of new learning, which can be achieved through various methods such as assigned readings, live or pre-recorded lectures, class discussions, flipped classroom activities, or small group work. The key to presenting new material effectively is managing cognitive load—ensuring students are not overwhelmed by overly long or complex presentations. For instance, lecturing for extended periods without breaks, poorly structured group work, or using technology without a clear purpose can increase cognitive load and hinder learning. When students are required to concentrate for long periods or expend unnecessary mental energy, their ability to process and retain information decreases.

Present and Practice

After presenting new content, it is crucial to provide students with opportunities to practice what they have learned. This could take the form of a no-point or low-stakes quiz, a case study, group work, or even a reflective activity. These practice opportunities not only reinforce learning but also allow instructors to offer immediate feedback and guidance, helping students refine their understanding of the material.

Summary Statement

Finally, an effective class concludes with a strategy to summarize key points. This might involve asking students to write a summary statement, connect course concepts to learning outcomes, or collaborate to create mock exam questions. These activities encourage students to make meaningful connections between new and prior learning, solidifying their understanding and preparing them for future learning.

Approaching your course with an eye for cognitive load allows you to scaffold learning in ways that are both efficient and grounded in effective learning research. By carefully managing how new material is presented, providing opportunities for practice, and encouraging students to connect new knowledge to prior learning, you create a classroom environment where students can thrive. Moreover, adopting a SoTL mindset empowers educators to continually reflect on their teaching practices, identify what works, and make meaningful improvements—all with the goal of student learning.

Reflection

As you reflect on your own teaching, consider this: What small change could you make in your next class to better manage cognitive load or foster deeper connections between new and prior learning? Perhaps it is rethinking how you introduce new material, designing a low-stakes practice activity, or incorporating a summarization strategy at the end of a class. Whatever it may be, remember that teaching is an iterative process, and even small adjustments can have a positive impact on students. By embracing these principles and committing yourself to ongoing reflection and improvement, you not only enhance your teaching but also model for your students how to become lifelong learners.

Michael Kiener is a professor at Maryville University of St. Louis in their Clinical Mental Health Counseling program. For the past 10 years he has coordinated their Scholarship of Teaching and Learning Program, where faculty participate in a yearlong program with a goal of improved student learning. In 2012 and 2024 he received the Outstanding Faculty Award for faculty who best demonstrate excellence in the integration of teaching, scholarship and/or service. He has over thirty publications including a co-authored book on strength-based counseling and journal articles on career decision making, action research, counseling pedagogy, and active and dynamic learning strategies.

References

McKinney, K. 2007. Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco: Jossey-Bass.

Sweller, J., Van Merriënboer, J. and Paas, F. 2019. Cognitive architecture and Instructional Design: 20 Years Later. Educational Psychology Review 31, (2): 261-292.

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March 17, 2025
Searching for the Optimal Class Design to Maximize Learning – Faculty Focus

Have you ever wondered what makes a course highly effective? If you had to focus on one, two, or three essential factors, what would they be? Would you emphasize a supportive learning environment, cognitive and affective learning, pedagogical design, essential content, creating assessments, providing feedback, integrating technology, or something different? Reflecting on my years in academia, I find myself increasingly drawn to the challenge of designing the optimal class—one that not only engages students but also maximizes student learning. Why do some classes leave an indelible mark on students, while others quickly fade from memory? As you think about this task, I hope this exercise offers a stimulating intellectual endeavor: a chance to reflect and improve one’s teaching.

Perhaps I am taking the easy way out by emphasizing pedagogical design, as it could be argued that a well-designed course naturally incorporates all of the above factors. That said, what is it about an optimally designed class that resonates so deeply with my inner teacher? Simply, it is the way it combines cognitive and educational psychology—how people learn—with the scholarship of teaching and learning (SoTL), which focuses on how educators’ study and improve their teaching to increase student learning (McKinney, 2007). This convergence of theory and teaching practice offers one perspective for creating an optimal learning experience.

An Anticipatory Set

For me, a well-designed class begins with an anticipatory set and a review of prior learning. These activities work together to engage students, activate their prior knowledge, and prepare them for new content. An anticipatory set, for example, might ask students to brainstorm times when they applied knowledge in real-world settings. This approach not only sparks curiosity but also helps students connect the material to their personal experiences, facilitating affective learning. Following this, a review of prior learning solidifies what students have already learned and creates a transition to new material. By linking new content to existing knowledge, students move from learning in isolation to building meaningful connections. Together, these strategies reduce cognitive load (Sweller, Van Merrienboer, & Pass, 2019), allowing students to focus their mental energy on deeper understanding and application.

The Delivery

Next comes the delivery of new learning, which can be achieved through various methods such as assigned readings, live or pre-recorded lectures, class discussions, flipped classroom activities, or small group work. The key to presenting new material effectively is managing cognitive load—ensuring students are not overwhelmed by overly long or complex presentations. For instance, lecturing for extended periods without breaks, poorly structured group work, or using technology without a clear purpose can increase cognitive load and hinder learning. When students are required to concentrate for long periods or expend unnecessary mental energy, their ability to process and retain information decreases.

Present and Practice

After presenting new content, it is crucial to provide students with opportunities to practice what they have learned. This could take the form of a no-point or low-stakes quiz, a case study, group work, or even a reflective activity. These practice opportunities not only reinforce learning but also allow instructors to offer immediate feedback and guidance, helping students refine their understanding of the material.

Summary Statement

Finally, an effective class concludes with a strategy to summarize key points. This might involve asking students to write a summary statement, connect course concepts to learning outcomes, or collaborate to create mock exam questions. These activities encourage students to make meaningful connections between new and prior learning, solidifying their understanding and preparing them for future learning.

Approaching your course with an eye for cognitive load allows you to scaffold learning in ways that are both efficient and grounded in effective learning research. By carefully managing how new material is presented, providing opportunities for practice, and encouraging students to connect new knowledge to prior learning, you create a classroom environment where students can thrive. Moreover, adopting a SoTL mindset empowers educators to continually reflect on their teaching practices, identify what works, and make meaningful improvements—all with the goal of student learning.

Reflection

As you reflect on your own teaching, consider this: What small change could you make in your next class to better manage cognitive load or foster deeper connections between new and prior learning? Perhaps it is rethinking how you introduce new material, designing a low-stakes practice activity, or incorporating a summarization strategy at the end of a class. Whatever it may be, remember that teaching is an iterative process, and even small adjustments can have a positive impact on students. By embracing these principles and committing yourself to ongoing reflection and improvement, you not only enhance your teaching but also model for your students how to become lifelong learners.

Michael Kiener is a professor at Maryville University of St. Louis in their Clinical Mental Health Counseling program. For the past 10 years he has coordinated their Scholarship of Teaching and Learning Program, where faculty participate in a yearlong program with a goal of improved student learning. In 2012 and 2024 he received the Outstanding Faculty Award for faculty who best demonstrate excellence in the integration of teaching, scholarship and/or service. He has over thirty publications including a co-authored book on strength-based counseling and journal articles on career decision making, action research, counseling pedagogy, and active and dynamic learning strategies.

References

McKinney, K. 2007. Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco: Jossey-Bass.

Sweller, J., Van Merriënboer, J. and Paas, F. 2019. Cognitive architecture and Instructional Design: 20 Years Later. Educational Psychology Review 31, (2): 261-292.

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March 17, 2025
Why Data Alone Won’t Improve Retention – Faculty Focus
Data has become the cornerstone of decision-making and institutional strategy in today’s higher education landscape. From tracking retention rates to measuring academic performance, data offers a clear, quantifiable view of how students and institutions are progressing. This reliance on numbers has driven many colleges to focus heavily on metrics in an effort to improve outcomes, streamline operations, and secure funding. However, while data provides valuable insights, it fails to capture the deeper, more personal factors influencing student success. The focus on numbers alone ignores relationships’ essential role in retention and persistence. Without considering the emotional and social aspects of a student’s educational journey, particularly the connections they build with faculty and peers, institutions risk overlooking the things that keep students engaged, motivated, and ultimately enrolled. Simply put, data is not enough. To truly support student success, we must move beyond the metrics and prioritize the human connections that make higher education meaningful.

Recent research underscores that while data is essential for tracking trends and setting benchmarks, relationships are the heartbeat of student success. As community colleges across the United States struggle with declining retention rates, it has become increasingly clear that institutional focus should not be limited to numbers alone. Instead, a holistic approach that prioritizes human connection is necessary to improve retention and academic persistence, particularly in community colleges, which serve a diverse population of non-traditional learners.

The Power of Human Connection in Education

While it is easy to get lost in numbers, community colleges must recognize that each data point represents an individual with unique needs, motivations, and challenges. Research has shown that students who feel connected to their college, especially through positive faculty-student relationships, are likelier to persist and succeed academically. Tinto’s Theory of Departure (1997) and Pascarella and Terenzini’s (2005) Influence Theory emphasize the importance of student-faculty interactions in fostering academic success. Students who experience strong, supportive relationships with faculty and staff are more likely to be retained, persist, and ultimately graduate.

Tinto (1997) and Pascarella and Terenzini’s (2005) theories support the idea that retention is not just about the data points we collect but also about the relational aspects that foster a sense of belonging. Students feel valued when the college community (not just faculty) takes the time to know their students, understand their struggles, and provide mentorship both in and outside the classroom. This emotional and psychological support can make all the difference in a student’s decision to stay in college, particularly for those in community colleges who may already juggle work, family obligations, and financial challenges.

Data Tells Only Part of the Story

Data provides a snapshot of institutional performance, but it often fails to capture the complexity of the student experience. While retention rates may point to the success or failure of a program or intervention, they do not provide the rich, qualitative insights needed to understand why students leave or stay. For instance, a student’s decision to withdraw from school is rarely based on a single factor that can be quantified, such as failing a class or missing a certain number of credits. There are often deeper issues at play, such as lack of engagement and support, personal struggles, or isolation.

In fact, studies have shown that the absence of relationships is a significant contributing factor to student departure. Students who don’t feel connected to their professors or college community are more likely to disengage and eventually drop out. On the other hand, when colleges invest in building personal connections with their students, whether through mentoring, frequent communication, or simple expressions of care, students are more likely to persist through difficult times.

Creating a Culture of Belonging

To truly foster student success, community colleges need to prioritize building a culture of belonging that extends beyond academic achievement. Faculty and staff should be encouraged to engage with students in meaningful ways that extend past classroom interactions. This could mean learning about a student’s goals and challenges, offering office hours for one-on-one consultations, or simply providing feedback on how a student is progressing—academically and personally.

Building student relationships requires intentionality and support from institutional leaders. Administrators must recognize that professional development programs should not solely focus on pedagogical techniques but also on the importance of relational skills. Equipping faculty and staff with the tools to build rapport with students, understand their diverse needs, and provide emotional support is as crucial as ensuring they effectively deliver instructional content.

Recommendations for Practice

While data is still essential, community colleges should balance it with creating solid student relationships. Providing opportunities for professional development in relational practices can improve student engagement and retention.
1. Foster Emotional Intelligence: Colleges should invest in developing emotional intelligence among faculty and staff. This includes empathy, active listening, and the ability to offer support during times of stress. These skills are vital for creating environments where students feel understood and valued.
1. Implement Holistic Student Support Services: Students need more than just academic support. Community colleges should expand their support services to include counseling, mentorship programs, and peer support networks. This can help students build relationships with faculty and peers, which can be a powerful motivator for retention.
1. Encourage Faculty-Student Engagement Outside the Classroom: Encouraging faculty to engage with students outside the classroom through office hours, mentoring programs, and informal interactions can significantly enhance student-faculty relationships and foster a sense of belonging.
1. Implement a Customer Service Model: This can significantly enhance student retention by prioritizing personalized, responsive support throughout their academic journey. By offering clear communication, accessible resources, and proactive outreach, institutions create an environment where students feel valued and supported.
Data alone will never provide the full picture of student success. While it can help track progress and identify trends, the key to improving retention rates and fostering student success lies in the relationships cultivated between students, faculty, and staff. By building a supportive, inclusive environment that prioritizes human connection, community colleges can improve retention rates and ensure their students are set up for long-term academic and personal success.

Ultimately, while the importance of data cannot be overlooked, the need for strong, positive relationships should be placed at the forefront of retention strategies. It is the relationships built within the classroom and beyond that truly make a lasting impact on students’ educational journeys.

Dr. Rebecca L. Conley is an accomplished educator and higher education leader, currently serving as the Dean of Teaching and Learning at Ivy Tech Community College. With over a decade of experience in academia, Dr. Conley specializes in fostering innovative teaching environments, promoting faculty development, and driving student success initiatives. She earned her Doctor of Education in Higher Education Leadership from the American College of Education and is recognized for her expertise in curriculum development, accreditation, and strategic planning. A passionate advocate for education, Dr. Conley combines her professional achievements with a commitment to community service and lifelong learning.

References

Pascarella, Ernest T., and Patrick T. Terenzini. 2005. “How College Affects Students: A Third Decade of Research.” San Francisco: Jossey-Bass.

Tinto, Vincent. 1997. “Leaving College: Rethinking the Causes and Cures of Student Attrition.” Chicago: University of Chicago Press.
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January 20, 2025