“what are triggers for student engagement” brian p. godor avans hogeschool
TRANSCRIPT
![Page 1: “What are triggers for student engagement” Brian P. Godor Avans Hogeschool](https://reader035.vdocuments.mx/reader035/viewer/2022070308/551c208a5503469e4f8b5afa/html5/thumbnails/1.jpg)
“What are triggers for student engagement”
Brian P. Godor
Avans Hogeschool
![Page 2: “What are triggers for student engagement” Brian P. Godor Avans Hogeschool](https://reader035.vdocuments.mx/reader035/viewer/2022070308/551c208a5503469e4f8b5afa/html5/thumbnails/2.jpg)
Identifying Engagement Types
What is Engagement?
How does it differ among programs?
How does it differ among years?
What next?
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Engagement
The amount of “physical” and “psychological” energy that the student devotes to the academic
experience.
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Engagement Types and Triggers
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Specific Engagement Triggers
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Specific Engagement Triggers
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Dutch Student Population vs. International Student Population
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Specific Academies
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Specific Academies
![Page 10: “What are triggers for student engagement” Brian P. Godor Avans Hogeschool](https://reader035.vdocuments.mx/reader035/viewer/2022070308/551c208a5503469e4f8b5afa/html5/thumbnails/10.jpg)
Specific Academies
![Page 11: “What are triggers for student engagement” Brian P. Godor Avans Hogeschool](https://reader035.vdocuments.mx/reader035/viewer/2022070308/551c208a5503469e4f8b5afa/html5/thumbnails/11.jpg)
Specific Academies
![Page 12: “What are triggers for student engagement” Brian P. Godor Avans Hogeschool](https://reader035.vdocuments.mx/reader035/viewer/2022070308/551c208a5503469e4f8b5afa/html5/thumbnails/12.jpg)
Engagement Triggers over the study years
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
1 2 3 4
Perc
enta
ge o
f Pop
ulat
ion
Study Year
Practice Based Stategic Approach
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Model of Persistence
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THEORY OF STUDENT INVOLVEMENT
• Focus less on what teachers do and more on what the student does
• More concerned with the behavioral mechanisms or processes that facilitate student development
• Educators are competing with other forces in the student’s life for a share of that finite time and energy
• Every institutional policy and practice can affect the way students spend their time and the amount of effort
• The extent to which students reach this goal is a direct function of the time they spend in productive learning activities
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Just imagine…Our students..
• have a higher sense of being part of the classroom discourse (Reid & Solomonides, 2007)
• less likely to prematurely exit higher education (Kuh, et al, 2008)
• feel a greater sense of pride and satisfaction (Skinner & Belmont, 1993)
• more likely to employ a deep approach to their learning (Horstmanshof & Zimitat, 2007, Jansen & Bruinsma, 2005)
• and are more successful in their latter years of study (Severiens & Schmidt, 2009)
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Identifying Engagement Types
What is Engagement?
How does it differ among programs?
How does it differ among years?
What next?
![Page 17: “What are triggers for student engagement” Brian P. Godor Avans Hogeschool](https://reader035.vdocuments.mx/reader035/viewer/2022070308/551c208a5503469e4f8b5afa/html5/thumbnails/17.jpg)
“What are triggers for student engagement”
Brian P. Godor
Avans Hogeschool