Tell us about your course.
I teach a large (more than 100 students) introductory-level GenEd course. The course has several team projects, daily writing reflections, and lots of in-class engagement.
What specific practices do you use to ensure students are engaged in your classes?
- I use podcasts as daily “readings” to prepare for class. Podcasts are often about everyday topics that students can relate to, like Taylor Swift tickets, sneakers, music production, food, advertising, etc.
- In lectures, I use podcasts as a touchstone to demonstrate deeper economic theories and concepts.
- I give daily, low-stakes “minute essays” to warm up students’ minds for lecture and to encourage active reflection on material.
- Often, I will open class with a fun activity or puzzle that is related to the day’s material, but not in an obvious way. This gets students intrigued about what they will learn that day in class.
- We play economic games in class to illustrate concepts like supply and demand, stock markets, risk and insurance, charity, voting behavior, etc.
- I ask frequent questions and present puzzles in class for students to ponder with neighbors. This gets students to actively think about the material and converse with classmates to learn from one another.
- Summary: active engagement and reflection!
How do you know when your practices are working?
- Midsemester assessment (MAP)
- Send check-in surveys to students at beginning, middle, and end of semester
- Review daily minute essays for comprehension and engagement
- Gauge student interest and engagement based on responsiveness to questions in class and participation in activities
- Ask students how things are going during idle time before and after class
- Review SRTI written responses each semester
