SFU instructors share strategies for increasing student engagment

Looking for ways to boost student engagement in your classes next semester? According to these instructors, strengthening motivation, building community, and increasing flexibility are key.

Connecting course concepts to the real world

For health sciences professor Will Small, inviting past students to share their experiences in class helps incoming students connect with the course material.

“To help students find relevance in the course material, I invite students from previous semesters who have recently completed their practicums to return and speak during the first four weeks of class about how the course content and even some specific assignments have informed and enhanced their practicum experiences. Their reflections help the incoming cohort see how concepts they are learning will become meaningful and useful, and as a result, I see their motivation to learn dramatically increase. It’s a small amount of time, but it makes a big impact.”

Creating connections and a space to be courageous

For economics lecturer Martin Santamaria, providing space for students to develop connections with their peers helps create a safer and more productive learning environment.

“In the last few years, I have noticed a lot more hesitation from students when talking to me and to each other in class—which concerned me because for learning to take place, people need to feel capable of taking risks. One way I have started to create that safety in my classes is by pausing in lecture and asking the class to take a few minutes to introduce themselves to the people sitting next to them, maybe exchange phone numbers to keep in contact. I always do this on the first day of classes, and usually right before the class break. What I have noticed since introducing this activity is that the class as a whole is more responsive when I pose questions, and the quality of discussion in class overall feels much richer.”

Flexible deadlines, consistent engagement

To encourage consistent engagement while still accommodating students with varying needs, English lecturer Alys Avalos Rivera focuses on multiple, low-stakes assignments.

“I try to break down assessments into small, manageable assignments. These might only be worth 4% or 5%, but they keep students participating regularly. I also recognize that due dates can be especially stressful for students with disabilities or those with academic concessions. At the same time, I need to maintain some structure to keep the course on track and meet final grading deadlines. So, I introduced something I call the ‘Make-Up Journal Entry.’ I give my students a 48-hour grace period to submit their assignments after the due date. If they don’t meet that deadline, they have to write a journal entry about what prevented them from finishing their assignment on time. It’s a way to balance flexibility with the structure the course needs.”

Read this article to learn about more strategies SFU instructors are using to strengthen student engagement.