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by Alexa Haverlah, TLED Content Marketing Intern\u00a0<\/strong><\/p>\r\n When was the last time you showed off your work to friends and family? Maybe it was your thesis or an awesome learning activity you designed. Feeling pride <\/b>in one\u2019s work is a great example of emotional engagement<\/i>, one of three key components of student engagement. IGI Global<\/a> defines Emotional Engagement as involving interest, boredom, happiness, anxiety, and other affective states, and the sense of belonging and values, any of which could affect learners\u2019 involvement with learning. Given this month\u2019s theme of Student Engagement in the TLED calendar, it might be helpful to look at Bloom\u2019s Taxonomy<\/b>, more commonly used to write learning objectives, in terms of engagement from lowest-to-highest. The pinnacle of engagement is represented by Create<\/b>, where one produces something unique based on their understanding of the material.\u00a0<\/p>\r\n \u201c[Creation is] where your brain is most connected to what you\u2019re learning,\u201d says Chelsea Biggerstaff, who runs the Orientation\/Onboarding program<\/a> for new Austin Community College faculty.\u00a0<\/p>\r\n During their first semester at ACC, new faculty come together for monthly onboarding sessions to discuss challenges they are facing in the classroom, among other things. The majority of these challenges reported by new faculty deal with lack of student engagement, notes Biggerstaff. New faculty say:\u00a0<\/p>\r\n Both of these challenges are demonstrations of Behavioral Non-Engagement: apathy and absenteeism. Biggerstaff utilizes the chart below to differentiate between the three key components of engagement and to provide examples of engagement and non-engagement for each type, Behavioral, Cognitive, and Emotional.\u00a0<\/p>\r\n Key Component<\/b><\/p>\r\n<\/td>\r\n Explanation <\/b><\/p>\r\n<\/td>\r\n Engagement <\/b><\/p>\r\n<\/td>\r\n Non-engagement <\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n Behavioral<\/p>\r\n<\/td>\r\n Observable behaviors demonstrating effort, persistence, and help-seeking<\/p>\r\n<\/td>\r\n Attendance, active participation, content-relevant discussions and questions<\/p>\r\n<\/td>\r\n Sleeping, off-topic conversations, unproductive use of technology, help seeking to avoid tasks<\/p>\r\n<\/td>\r\n<\/tr>\r\n Cognitive<\/p>\r\n<\/td>\r\n Meeting or exceeding course requirements, investment to master challenging problems or tasks<\/p>\r\n<\/td>\r\n Correct use of vocabulary, small group in-depth discourse on lesson topics, reflection on their own thinking<\/p>\r\n<\/td>\r\n Rehearsal and repeating vocabulary verbatim<\/p>\r\n<\/td>\r\n<\/tr>\r\n Emotional<\/p>\r\n<\/td>\r\n Interest, enjoyment, sense of belonging<\/b>, or value in course topics<\/p>\r\n<\/td>\r\n Connecting content to personal lives, academic studies, or career fields; pride displayed in work<\/p>\r\n<\/td>\r\n Bored, rejected, neglected, frustrated, angry, and anxious students<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n Emotional engagement is Biggerstaff\u2019s personal favorite. \u201cWhen people are emotionally engaged, they\u2019re interested. You can see head nods, people are giving you eye contact. They feel like they belong<\/b>, they feel safe. They see value <\/b>in what you\u2019re teaching them,\u201d she says.\u00a0<\/p>\r\n According to the 2019 Survey of Entering Student Engagement (SENSE), nearly 98 percent of students said that they would recommend ACC to a friend or family member – greater than the 95 percent score that both national and peer colleges received! SENSE results also offered areas where ACC can improve:\u00a0\u00a0<\/p>\r\n The areas of improvement suggest ACC should focus on improving students\u2019 emotional engagement in the classroom. So what can faculty do to create an engaging learning environment? ACC students have the following suggestions:\u00a0<\/p>\r\n ACC students report that faculty\u2026\u00a0<\/p>\r\n \u2026 helped them to be more engaged in a course.<\/p>\r\n Critically, five out of six suggestions refer to emotional engagement, indicating that emotional engagement could be the key to student success! For ideas on how to increase emotional engagement in your section, watch Biggerstaff\u2019s workshop, \u201cBuilding Community in the Online Environment,\u201d here<\/a>.\u00a0<\/p>\r\n Additionally, faculty can refer back to Bloom\u2019s Taxonomy as a way to reflect on the level of emotional engagement required in student assignments. While all levels are necessary for learning, Bloom\u2019s Taxonomy is useful in thinking about which kinds of assignments inherently produce greater emotional engagement than others.\u00a0<\/p>\r\n What percentage of your assignments ask students to\u2026\u00a0<\/p>\r\n![\"Bloom's](\"https:\/\/i0.wp.com\/instruction.austincc.edu\/tledupdates\/wp-content\/uploads\/sites\/6\/2021\/04\/BloomPyramid.png?resize=274%2C274&ssl=1\")
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