Pedagogical Efforts to Engage Students in the Learning Process

This page has examples of statements related to pedagogical efforts to engage students in the learning process included in BGSU course syllabi.  The course title in red denotes the example syllabus from which the example was taken.

Example #1:

The instructor will integrate teaching strategies including, but not limited to: lecture, large and small group discussion, cooperative learning, role play, drama, games, case studies, internet and video.  Throughout this course, students will be expected to work independently and in groups to learn about characteristics of middle childhood students and the teaching of integrated language arts in the middle grades. (EDTL 2503)
 
Example #2:

The class will be conducted in a seminar style.  Almost all of class time will involve group discussion – either in teams or as the whole class.  As this is an honors course, it is expected that students will be prepared for each class meeting.  There will be few, if any, lectures.  Therefore, you must read assigned material ahead of time.  REPEAT: READ ASSIGNED MATERIAL BEFORE CLASS.  You will be responsible for knowing it at the beginning of class.  It will show if you are not prepared.
(HONORS 2010)
 
Example #3:

The classroom sessions will be based on group activities and discussions.  You will be expected to contribute in both of these areas.  This means that you will share your insights, including what you know and what you have questions about.  For some people, talking in a group can be difficult.  For almost everyone, sharing what you are unsure of or don’t know is risky and uncomfortable.  However, the best learning occurs because of the questions that you ask.  You will find that asking questions is the key to your education and to your future success as a professional. (CDIS 3110)
 
Example #4:

This class is grounded in the philosophy of collaborative inquiry (CI).  CI is described by Bray, Lee, Smith, and Yorks (2000) as “a process consisting of repeated episodes of reflection and action through which a group of peers strives to answer a question of importance to them” (p.6).  CI requires that each participant is active “in his or her own meaning-making by using processes that ground new knowledge in personal experience” (Kasl & Yorks, 2002, p. 5).  Two critical questions that we will be addressing in this course is “How do students learn?” and “How can we improve our practice as teachers to improve student learning?”   To address these questions, various learning activities will be utilized that require students’ thoughtful preparation and participation. (EDFI 6770)