Six evidence-based practices to create engaging learning experiences in graduate programs

Frances Kalu, Taylor Institute for Teaching and Learning 

November 14, 2016

Do we need to engage students in graduate programs? Furthering your education after a first degree is usually a personal choice, made to improve your knowledge and skills in your chosen profession, or start a career in academia. Having this background, an assumption can be made that graduate students will be driven and engaged throughout their program. Pontius & Harper (2006) note that although there is a lot of conversation on student engagement in higher education, it is mostly centred on engaging undergraduate students. They highlighted reasons this might be the case including the fact that graduate students have experienced undergraduate education and can adjust to graduate school easily.

Johnston (2013) refutes this, as he believes that graduate school is an entirely different experience from undergraduate studies and every graduate student might not be fully equipped to handle the challenges. In addition, adult learners’ come into school with diverse skills, experiences, and sets of expectations, making it imperative that their educational experiences should be tailored to address their learning needs

Evidence in the literature points to effective strategies in teaching and learning that could be used to engage students in graduate programs. The following evidence-based practices broadly summarize literature related to creating quality learning experiences for graduate students.

• Focus on Knowledge Application and Integration Experiences that focus on knowledge acquisition through the creation of opportunities for students to synthesize, connect, and apply their learning, foster engagement in graduate programs. Academic coursework is viewed as beneficial by graduate students when combined with practical application, as it creates an opportunity to synthesize prior knowledge and academic learning through application in diverse environments (Renn & Jessup-Anger, 2008; Melnyk, Fineout-Overholt, Sadler, & Green-Hernandez, 2008; Bensimon, 2009).

• Create Opportunities for Quality Interactions with Faculty Members and Peers Graduate students suggest that quality interaction with faculty and peers is important to their success in graduate school. Quality interactions with faculty include experiences such as prompt feedback on their work and providing sufficient opportunities to engage in interactions that increase their intellectual abilities (Hartnett & Katz, 1977; Bensimon, 2009). Arbaugh (2000) and Pontius & Harper (2006) also emphasize the importance of providing meaningful opportunities for student interaction in graduate courses, in order to both enhance student learning experiences and to build a positive learning community.

• Provide Practical and Relevant Learning Experiences Designing practical and relevant learning experiences enables graduate students to become actively engaged in their learning, and see points of transfer between their education and future practice. Providing educationally purposeful opportunities for engagement creates opportunities for graduate students to become reflective learners who in addition to acquiring theoretical knowledge, can apply learning in practice (Bensimon, 2009). Course work that is seen as relevant to their future roles is also key for graduate students’ transition into practice (Renn & Jessup-Anger, 2008). For example, the use of case studies, projects and problem-based learning (Renn & Jessup-Anger, 2008; Johnson, 2013) provide authentic opportunities for students to apply learning.

• Actively Engage Learners The use of active and interactive teaching methods has been shown to strengthen graduate student learning experiences in both online and face-to-face environments (Bensimon, 2009; Bollinger & Martindale, 2004; Morey, 2001; Arbaugh, 2000). Interactive learning strategies may include activities such as small group and paired discussions, online discussion forums, case studies, role play, debates, in-class peer review and critiques, problem sets, and collaborative problem-solving.

• Set Clear Expectations Setting clear and high expectations ensures graduate students are aware of what is expected from them throughout their courses and program of study which keeps them purposefully engaged (Bensimon, 2009). On the curriculum level, this involves ensuring intentional course sequencing to support students’ learning progression throughout their program of study which helps students make necessary connections about and across various courses (Beebe, Mottet, & Roach, 2012). Having this clarity of expectations throughout their course learning experiences also fosters autonomy and responsibility for learning, as graduate students become more self-directed and take greater control of their progress (Freeman, Chambers, & Newton, 2016).

• Design Effective Assessment Appropriate assessment strategies support learning and academic growth by providing evidence of student strengths and abilities, as well as provide an understanding of areas for improvement (Freeman, Chambers, & Newton, 2016). Graduate students also note the importance of receiving prompt and effective feedback on their work and seeing clear alignment between assessment and expectations to be successful in their learning as graduate students (Hartnett & Katz, 1977; Anderson & Swazey, 1998). Building on this understanding can help instructors design assessment strategies that improve the success of student learning in graduate programs.

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