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Many instructors seek to improve student engagement, but determining how to achieve student engagement can be complex and complicated. The authors sought to explore how the implementation of active-learning strategies in undergraduate history courses at a metropolitan community college using graphic organizers and group discussion impacted student engagement. Surveys were distributed to students in five undergraduate history courses in order to elicit student perspectives on how active-learning strategies improved student engagement. The survey data revealed that some active-learning strategies improved student engagement, whereas others did not. The authors report that a combination of implementing lecture and active-learning strategies was effective in fostering student engagement in their undergraduate history courses.


This article was originally published in the Journal on Excellence in College Teaching. Copyright © 2013 Miami University (Ohio).

The post-peer-reviewed version is available here with the permission of the author and publisher.