Enhancing Student Success Using Engagement Teams in a Traditional Engineering Course
Redesigned engineering course using engagement teams increased student participation, strengthened peer connections, improved exam performance, and encouraged use of academic resources, fostering a more interactive learning environment.
Presented by:
Sarah Lanci, Colorado Mesa University
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Transcript:
This study examines student engagement in a 200-level engineering course that is primarily lecture-based, with most of the grade determined by exams. Even though supports like tutoring, office hours, and study sessions were available, students often worked independently and rarely engaged with peers, leading to limited collaboration and a weak sense of community.
To address this, engagement teams were introduced. Students were placed into small groups and incentivized to work together through activities such as attending tutoring, study sessions, office hours, and completing coursework collaboratively. Participation earned points that converted into exam bonus credit, encouraging consistent peer interaction both inside and outside the classroom.
Results showed increased collaboration and resource use, along with improved exam performance, with Exam 1 scores increasing from 73.9 to 79.6. Students also reported that group work helped their understanding and led to new peer connections.
However, they also noted challenges, including scheduling conflicts and differing preferences for working in groups. Overall, engagement teams helped shift students from isolated learning toward a more connected experience, improving both learning behaviors and outcomes, while leaving room to further strengthen student belonging.
Key Words:
Student Engagement, Collaborative Learning, Academic Support
Abstract:
A 200-level engineering course was redesigned using “engagement teams” to promote collaboration and resource use. Grounded in student involvement theory and research on out-of-class engagement, this approach emphasizes structured peer interaction and academic resource use as drivers of student success. Students showed increased participation, stronger peer connections, improved exam performance, and greater use of academic support services. This work examines implementation and outcomes, highlighting engagement teams as a scalable strategy for fostering community and improving learning in traditionally lecture-based courses.
Outcomes:
1. Analyze the impact of engagement teams on student participation, peer connections, and academic performance in lecture-based courses.
2. Assess strategies for incentivizing collaboration and increasing student use of academic support resources.
3. Explore how to adapt the engagement team model to their own courses to foster community and improve student learning outcomes.
References:
Lockwood, P. R., & Hunt, E. M. (2013). Engineering learning communities. Proceedings of the ASEE Annual Conference & Exposition. Atlanta, GA, United States. https://doi.org/10.18260/1-2--19527
Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning
David W. Johnson, Roger T. Johnson. (2009). Learning together and alone: Cooperative, competitive, and individualistic learning (5th ed.). Allyn & Bacon.
Verghese, K., & Peplow, D.E. (1999). Collaborative learning in small groups in a mathematics-intensive course. Proceedings of the ASEE Annual Conference. https://doi.org/10.18260/1-2--8096