Practitioner Book Review of Keeping Us Engaged: Student Perspectives (and Research-Based Strategies)

Tracey A. Glaessgen, Associate Director, Center for Academic Success and Transition, Missouri State University

Amelia V. Noёl-Elkins, Interim Assistant Vice President for Student Success, Illinois State University

Theresa Haug-Belvin, Assistant Professor & Academic Director for UVU Mentor Program, Utah Valley University

Christine Harrington’s Keeping Us Engaged: Student Perspectives (and Research-Based Strategies) provides readers with an opportunity to really understand what our students want and need from instructors. Though every semester, instructors have an opportunity to read course evaluations, and there is little insight that can be gleaned from such comments, which often include, “I really enjoyed this course” or “I didn’t like the class.” While it’s always nice to read that a student enjoyed one’s class, the “why” is often left unanswered. Harrington’s work gives voice to course evaluations through qualitative interviews with college students across the country from various institution types.

Harrington divides the book into four topics, including tips for the first day of class, developing student/instructor relationships, teaching strategies, and creating meaningful assignments. In addition to providing straightforward and well researched advice, Harrington weaves in the voices of students as they share specific examples when they felt engaged in the course and with the instructor. Further, Harrington demystifies the student engagement process by sharing immediate and simple pedagogical practices that can easily be implemented and are reinforced by the student narratives.

Many faculty – particularly those who teach introductory courses – will find this book useful in that it is an easy read that provides numerous useful and practical examples. Instead of dedicating an hour to a workshop that might provide a small number of practical tips and tricks, Harrington’s book can be skimmed in that same amount of time and provide much more value.

Most importantly, the entirety of the book speaks to the need to link faculty development purposefully and intentionally to student success. Early in the text, Harrington states the most overt premise of the book - “student engagement matters” – a fact that many working in higher educationbelieve. That said, not many efforts intentionally link faculty development to student success, and this is where Harrington’s book excels. A common criticism of student success efforts is that the unintended (or intended) consequence of these efforts is a reduction of rigor. Harrington’s book refutes that criticism using concrete examples of in class and out of class activities and efforts that make a difference in the lives of students without losing the rigor of a course.

The applicability of this text goes beyond faculty and coursework. For example, the section on relationship building has much to offer peer leader programs about how to set a welcoming environment for their students. Similarly, the book’s information on the importance of starting positive would offer tutoring and supplemental instruction programs valuable insight in setting a context in which students will seek their help.

Ultimately, the pairing of student stories with pedagogical approaches focused on offsetting students’ perceived limitations and challenges sets this book apart from others on teaching. Between the faculty reflection questions at the end of each chapter and the spot-on testimonials from students on what really works, this book is a mustread for any educator who is seeking to make a difference in student success.

CONTACT

Tracey A. Glaessgen: TraceyGlaessgen@MissouriState.edu

Amelia V. Noёl-Elkins: noelel@jngi.org

Theresa Haug-Belvin: 10894129@uvu.edu