2.2.2 How well did the instructor help you actively engage in learning?

Why this teaching practice matters:

• Research has shown a strong relationship between student success and a teacher’s ability to help students actively engage in learning. [1, 6, 11]
• This principle is emphasized in widely used teaching quality frameworks. [10, 13, 15]
• Active engagement helps students learn more effectively by involving them in thinking, applying, and making sense of course material. When students are asked to explain ideas, practice skills, discuss concepts, or solve problems, they are more likely to develop deeper understanding and retain what they learn.

Student examples of this principle in action:

• “ [My teacher] was teaching about op amps and I didn't understand them in the lecture but when we were putting together the boards it made sense as to what was happening underneath the wires and pieces of the circuit.”
• “Instead of simply summarizing the content, [my teacher] would ask us to explain specific physiological processes in our own words, walk through diagrams together, and solve practice questions as a group. This helped me to not only memorize the information but to also be able to understand and apply what I have learned.”
• “In one of my classes they had us teach each other about different topics we had learned about. This helped us learn better because when you teach something you learn better.”
• “My [teacher] gave us many group and individual activities that didn't quiz or test us, but actively helped us apply the information we were learning.”

Ways to triangulate your data:

• Reflect on how often students are asked to explain ideas, practice skills, discuss concepts, or solve problems during class or learning activities, rather than only listening or reading.
• Notice whether most students are actively involved in learning activities or whether engagement is limited to a small group. Differences in participation can indicate opportunities to adjust structure or expectations.
• Invite a peer instructor or SCOT to come observe a class session with attention to how students interact with the content, instructor, and each other, and whether activities support meaningful engagement.

Ideas for improvement:

• Look for opportunities to add brief moments where students explain a concept in their own words, apply an idea to a problem or scenario, discuss a question with peers, or practice a skill with guidance. The BYU-Idaho Learning Model provides a helpful framework for identifying ways to support active learning.
• Consult with or observe other teachers of the course about how they structure class time, assignments, or activities to promote student engagement.
• Consult with a curriculum designer on ideas for how to help students actively engage in the course.