Student Directions: Engagement Plan Example from ENG 207 

What is your individual plan for being engaged with this course?

Because everyone's circumstances--mentally, physically, physiologically, circumstantially, financially--are different, and because these differences will affect the ways we approach the class, I am not creating a single "participation" grade or criteria.

Instead, I want you to define how you want to go about being present and contributing to the class. You will write a plan, and you will be responsible for sticking to it. At the end of the course, we'll review how it went in a one-on-one meeting.

Please write a paragraph or list that includes a rationale explaining your choices; it should be approximately 250 words total.

Here are some possible ways to be present and contribute; I am open to others tailored to your needs or experiences:

• always do the reading

• complete every assignment on time

• visit office hours at least once

• speaking in class at least once/twice per session (to the extent that you are comfortable)

• close down potential digital distractions when doing work for class

• take the lead in groupwork

• give other students a chance to take the lead when we do groupwork

• form a study group

• go to the writing center at least x times

• always be on time for class 

• meditate (whatever your practice is) before doing work for the class

*** Please include as well a paragraph or list item explaining how you focus best during classroom discussions, whether you're a big participant or prefer to listen or fall somewhere in between. It's helpful for me to know what being attentive to me, your own train of thought, and your classmates looks like and doesn't for you. This accounting can take the form of a goal or a reflection. ***

Here are two sample engagement plans (see below) you may consult, if you'd like. The most successful and satisfying student experiences have resulted from people being reflective about what they particularly need to focus, manage, and advance from what they've always done. Sometimes that means trying something very new (reading for class at a different time of day or in a different spot); sometimes that means setting a goal that isn't glamorous but is attainable (asking for extensions when I need them). Try to go down your own path and leave the cookie-cutter behind.

 Sample Engagement Plan 1 

1. Read 95% of the readings for class: I want to read each reading and not blow them off, as has been my habit in the past. I specify 95% because I understand that this class is going to be difficult to keep up with and in order to preserve my mental health I want to give myself a chance to go easy on myself for certain things. But if I can get a near perfect record of doing the readings I will be happy with that.

2. Speaking in class at least once: I tend to get incredibly anxious in class and I do not enjoy speaking up. My participation grade has suffered in the past because of this and so I would like to practice speaking up more because sometimes I do have some good things to say and I need to remember that :)

3. Meditating before class at least once a week: Maybe something that may help my in-class anxiety would be meditation. Once a week I think I’ll try to sit quietly and breathe before class, and maybe listen to some calming music as well.

4. Engage in group work: I usually tend to sit back and stay quiet when doing group work. I would really like to connect with my peers in this class more than I usually do. I’d like to get to know the people in my class a little more than I would normally and really speak up during collaborative activities. 

 Sample Engagement Plan 2 

1. During class, my first goal is to listen actively to the conversations going on about what we are learning in class. I would also like to actively listen to my professor during lectures. My mind tends to spiral during class and think about everything going on in my life. I want to try and set those other thoughts aside while I am in class because then I miss important opportunities to learn the material.

2. My next goal is to read through the readings. I tend to procrastinate or get overwhelmed with seeing how much reading there is to do, so I end up just having a website summarize it for me and I know that is not beneficial, that is why I want this to be a goal of mine.

3. I want to hold myself accountable for the work I have to do for this class each week. I usually don't look over the plan for the week and I sometimes miss important things. If I start doing this, I wouldn’t miss any readings or assignments and I could maintain a better grade in the class.

4. When doing assignments, the main thought in my mind is how much other work I have to get done for other classes. When I think like this I tend to rush through the current assignment that I am doing and then get a grade on it that I am not proud of. If I manage my time better and take time to do each assignment I will be able to get better grades and do better on each assignment. 

 Sample Self Assessments 

 Sample Assignment Guidelines 

1. Each student is responsible for posting one question per reading and film clip on Canvas on the days we have presentations - that is, the days we meet for class.  You should post your questions before class on the “Discussion” section of Canvas.  I have the discussion threads organized by week. These questions contribute to your participation grade.

2. You will reply to one of your classmate’s questions on the “Discussion” section of Canvas.  You may wait to do this after class, but it is best to do it before class.

3. Your participation in classes during the lectures and during discussions of the readings.

4. I do not allow students to use laptops in this class unless you have made prior arrangements.  As a result, I expect students to bring notes about the assigned readings we will discuss for the day on note cards. I will hand out the blank note cards beforehand.  The notes that you bring to class for discussion should allow you to engage in a meaningful discussion in class without needing to consult the reading on your laptop or phone.  Your note cards should include the following things about your reading:  

a) If the text is a primary or secondary source 

b) One or two-sentence summary of what the reading is about. 

c) Main argument in the case of an article or book; identity of the author(s) in the case of a primary source why you think they wrote what they did.  

d) What thoughts, ideas, and/or interests the reading brings up for you, and 

e) One quote from the reading you would like to discuss.  I will have students submit their notes at the end of each class period.

How this assignment promotes intellectual development:

1. You will be able to present and defend your own analysis and interpretation of texts verbally in front of an audience

2. You will read and understand primary and secondary sources; you know what to look for in each, and understand the place and purpose of each type of source for historical study

3. You will recognize different types of historical writing (e.g., narrative, descriptive, analytical, persuasive)

4. You will develop habits of historical analysis sensitive to context, interrelations and interactions, comparison, and contingency

See larger in the video