Pursuing a Pedagogy of Engagement: Beliefs and Practices of Award-Winning Instructors in Higher Education

• In Event: Marriott Roundtable Session 14
  In Roundtable Session: Explorations of Faculty Values and Identity in the Academy

Abstract

This qualitative study examines teaching beliefs and practices of award-winning instructors in higher education with the purpose of (a) defining and illustrating three dimensions of a pedagogy of engagement and (b) calling for a pedagogy that embraces students’ whole selves (Forest & Altbach, 2006; Medrick, 2013; Sterling, 2001). Aligning with Kahu’s (2013) holistic view of student engagement and Bryson and Hand’s (2007) insights into instructors’ three levels of engaging students, findings reveal three dimensions of teaching practice: 1) Inclusive care for students, 2) Passion for content, and 3) Interactive teaching and learning. This paper aims to broaden instructors’ understandings of powerful teaching and learning as well as the discourse on what is considered “student engagement” in higher education.

Authors

• Aleksandra Ita Olszewska, University of Florida

• Hyunjin Jinna Kim, University of Florida

• Elizabeth Bondy, University of Florida

• Natalie Hagler, University of Florida