IU study states engaged learning is effective

Students who enter college less prepared academically than others tend to benefit the most from engaged learning, a recent IU study reports.\nThe 2006 National Survey of Student Engagement found involvement in activities, such as working with peers, has positive effects on grades and increases the chance of a student's return to college for a second year.\nGeorge Kuh, director of the IU-based National Survey of Student Engagement, said another example of student engagement includes "problem-solving in the company of peers where they monitor and give feedback in a learning community."\nThe results of the study also reveal distance-education students and adult learners immerse themselves in as many educational activities as do traditional-age students taking classes on campus. Compared with other students, part-time students who work were less likely to participate in educational exercises such as collaborative learning, according to the IU news release.\n"Student engagement is a powerful concept guiding our efforts to increase student academic achievement," said Scott Evenbeck, dean of University College at IU-Purdue University at Indianapolis, in the release.\nHowever, if universities do not implement engaged learning in their own curricula, it does not mean learning will not take place; it just provides more bumps along the road for those less prepared students, the study found.\n"It's harder for them," Kuh said. "Can they learn without being exposed to engaging teaching activities? Sure, but not as much and not as efficiently."\nThe report is based on information from about 260,000 randomly selected first-year and senior students at 523 four-year colleges and universities. The study, titled "Engaged Learning: Fostering Success for All Students," provides schools with an idea of how well their students are learning, as well as the input and output of the students' undergraduate experience.\nKuh said the study gives every school its own results. The report shows the school in different comparison groups, so a university like IU can be compared to other large institutions. However, Kuh emphasized it is more important for IU to compare itself to other Big Ten universities than the national average.\n"The report itself brings attention to how we could work with our students more effectively," Kuh said. "This is mostly about giving schools information they can use so they can improve. We don't get better at things if we don't practice them."\nThe study measures five key areas of educational performance: level of academic challenge, active and collaborative learning, student-faculty interaction, enriching educational experiences and supportive campus environment.\nWith such programs as freshman interest groups, freshman intensive seminars and Groups Student Support Services, IU appears to be doing its part to ensure students get the most out of engaged learning, Kuh said.\n"I think the NSSE results indicate students feel they are learning quite a bit during their time at IU," said Rachel Boon, a research analyst in the office of the IUB chancellor and NSSE project associate. "Academic challenge is a core piece of engagement and students, especially first-year students, appear to be experiencing it at IU."\nHowever, Boon emphasized that there is always room for improvement.\n"What is important here is not the scores we get or if we are better than our peers," Boon said. "So it appears we are doing well in each of the five levels of engagement, but we also are committed to doing even better in each of those areas."\nAs universities and educators strive to provide a better educational environment for students, it appears they have one effective strategy to enforce. \n"The seeds of innovation and improvement in undergraduate education are taking root and student engagement is essential to these efforts," Kuh said.