1. TENN TLC addresses retention through student engagement UT SIFE students 13 May 2010

2. The Persistence-Engagement Connection Engagement is shown to occur in high-impact practices (HIPs) and deep learning, as shown by a wealth of studies (Kuh 2009). Students with high levels of academic course engagement [through good use of academic skills such as taking notes, studying, going to class] are 1.5 times more likely to graduate—and graduate a semester early (Svanum & Bigatti 2009).

3. Student Engagement Defined Student Engagement has taken on broader and deeper meanings. It refers to… the time and energy that students devote to activities linked to desired student learning outcomes (those promoting success and persistence), AND what institutions do to get students to engage in these activities. (Astin 1984, Kuh 2009)

4. HIPs: High Impact Activities that Engage Students First-Year Seminars and Experiences Common Intellectual Experiences Writing-Intensive Courses Collaborative Assignments and Projects Undergraduate Research Diversity/Global Learning Service Learning, Community- Based Learning Internships Capstone Courses and Projects (Kuh 2008; AAC&U HIP)

5. What Can Institutions do? Chickering and Gamson (1987): The Seven Principles for Good Practice in Undergraduate Education assert that good practice: 1.Encourages student-faculty contact 2.Encourages cooperation among students 3.Encourages active learning 4.Gives prompt feedback 5.Emphasizes time on task 6.Communicates high expectations 7.Respects diverse talents and ways of learning

6. What the TENN TLC is Doing… PrincipleResponse #1. Encourages student-faculty contact (quality and amount) Workshop on Ph.D. Mentoring and Advising “Shadow a Student” pilot program Faculty Inquiry Groups on Acting Principles Applied to Teaching and Reflective Practice Workshop content includes: ▫Millennial student characteristics ▫Millennial motivations ▫Millennial learning styles The Tenn TLC is deeply grateful to interns and GTAs Chutney Walton, Ferlin McGaskey, Kelly Ellenburg, Dori Stiefel, and Thelma Woodard, consultant Michelle Anderson, and community fellow Dorothy Stulberg for their hard work at the center.

7. What the TENN TLC is Doing… PrincipleResponse #2. Encourage cooperation among students Introductory science workshop on engaging students Multiple tutoring and peer mentoring workshops TENN TLC presentations include: ▫Peer instruction ▫Minimal encouragement to talk Upcoming workshop on Students Taking Responsibility (w/ITC- OIT) Individual consultation focused on pedagogies related to peer instruction and team approaches

8. What the TENN TLC is Doing… PrincipleResponse #3. Active Learning CASNR Workshop on engaging students Custom workshops on group learning and other active learning strategies Multiple GTA 0rientations and graduate seminar presentations First year studies instructors training Faculty Fellows inquiry group on Service Learning and Reflective Practice Upcoming service learning workshops Night at the Museum Upcoming service learning workshops Upcoming TENN TLC/OIT-ITC workshops on encouraging students to take responsibility for their learning process Individual Consultation – focus on course design that includes active engaged pedagogies

9. What the TENN TLC is Doing… PrincipleResponse #4. Focus on Prompt Feedback #5. Focus on Time on Task. Time management workshop for assistant professors TENN TLC presentations on classroom management and assessment issues Upcoming CASNR workshop on Assessment of Learning Individual consultations have focused classroom management, student-faculty communication, and assessment procedures including rubric development

10. What the TENN TLC is Doing… PrincipleResponse #6. Communication high expectations Upcoming TENN TLC/OIT- ITC workshops on encouraging students to take responsibility for their learning process Individual consultation reinforces rigorous requirements and how to state and reinforce expectations Interactive online UT Faculty Teaching Guide

11. What the TENN TLC is Doing… PrincipleResponse #7. Respects diverse talents and ways of learning Workshops on learning styles and millenials emphasize how students learn Shadowing A Student pilot also emphasizes understanding of student learning Workshops on interculturalism include faculty identifying and employing the student diversity in class. First year studies instructors

12. Future Endeavors In Progress In Planning and Piloting Stages Teaching Certification program for Graduate Students (with the Graduate School) Development of TENN TLC website resources for faculty development (workshop materials posted) TENN TLC library to become part of the library catalog Library Resources Page Pedagogy Series (“How To” pages on active learning pedagogies for distribution at workshops and online) Video Tutorials on how to develop a course Development of a Tenn TLC blog for “tips,” teaching news, and announcements.

13. Units that TENN TLC has directly touched Custom Workshops/Sessions 1.Math faculty and graduate students 2.Physics faculty 3.Biology faculty 4.Chemistry faculty 5.Anthropology faculty 6.Modern Language faculty and graduate students 7.English lecturers 8.Geography and Geology faculty and graduate students 9.Communications lecturers 10.First year studies instructors 11.New assistant professors 12.CASNER faculty and graduate students 13.Educational Psychology graduate students 14.CBA graduate students Individual/Group Consultation 1.Statistics 2.Speech and Hearing 3.Psychology (2) 4.Communications (2) 5.Marketing and Logistics 6.Management 7.Math (2) 8.Art Education 9.Earth and Planetary Science 10.Engineering

14. Units that TENN TLC has directly touched Creative Teaching Grants: 1.Math (2) 2.English 3.Sociology 4.Physics 5.Communications 6.Art 7.Statistics

15. What Faculty Members Value Impacts Student Rates of Engagement UT students abroad For each engagement practice, the amount of students participating increases with the amount of faculty who place importance on the activity—about a 20% increase in student participation in the educationally effective practice valued by faculty. (Kuh, Chen Nelson, and Laird 2007; Kuh 2009)

16. The mission of the TENN TLC is to work with faculty to enhance professional teaching skills and knowledge, and support the application of effective learning strategies in student-oriented environments. Through this process, students are given means to engage actively in the pursuit of learning at deeper levels of process, application, interpretation, critical evaluation, and creative thought.