Student Engagement, No Learning without It

Abstract

Engaged students are emotionally invested in their learning and sustain concentration on one task for long periods of time. They feel compelled to seek new learning opportunities to deepen their understanding. All students should have the opportunity to experience engaging school learning environments. However, falling high school graduation rates in many US states and fewer adolescents enrolling in postsecondary education after high school are evidence of declining student engagement. In the critical Science, Technology, Engineering, and Mathematics (STEM) disciplines, most students have reported low engagement. This article argues that the secondary STEM education system must prioritize student engagement which will result in improved student achievement and persistence in STEM college and career pathways. Existing literature indicates that youth engage deeply with STEM activities when they make meaningful connections to the material through strategies like project-based learning which blur the line between classroom and community. This article proposes systems changes to improve student engagement including new data systems to measure and track student engagement, supporting teachers in transforming their practice, and leveraging STEM community assets to create authentic learning experiences. Examples of these changes are used throughout the article demonstrate new possibilities to improve the student experience in high school STEM education.