Abstract
Traditional avenues of thinking about and measuring student engagement may privilege traditional students. This article describes attempts to better include and prepare all students for engagement by creating a welcoming environment for diversity, altering methods of grading engagement, and broadening opportunities for grading engagement in a foundation course. Reflections on the experiments suggest some anecdotal success, areas of student resistance, and areas in need of continued revision.
Recommended Citation
Berg, Kelly A.
(2017)
"Engagement in the Media and Society Course,"
Headwaters:
Vol. 30, 192-204.
Available at:
https://digitalcommons.csbsju.edu/headwaters/vol30/iss1/19
COinS