Nick Zepke, Visiting Scholar on Student Engagement at USF

Zepke line drawing

As a highlight to our year-long focus on the topic of student engagement, the CTE and the 2015-2016 Faculty Learning Community on Student Engagement in The Classroom: Best Practices invited Nick Zepke of Massey University, New Zealand to give a talk and a workshop at USF during the first week of March.

"It recognizes the complexity of the engagement construct and examines its key ideas but identifies three missing elements: critique, learning agency/democracy, and purposes, knowledge and values that transcend powerful political discourses in neoliberal times. ” - Nick Zepke on his work.

Listen to the Talk

If you missed Nick Zepke's talk, you can listen to it here. The recording is not top-notch but you can hear what Zepke is saying.

If you'd like the slides from Zepke's talk, click the blue button just below.

Zepke PowerPoint

Download Zepke's Discussion Questions

At the "Clinic for Teacher Self-Development," Zepke led 16 faculty in question-based discussions around three central ideas: engagement suitable for most students, engagement suitable for diverse learners, disciplines and contexts and adding what is missing to engaging practices. The handout includes key questions as well as supportive sub-questions. You can download the handout by clicking the blue button below.

Zepke Handout

Descriptions of Events

  • Thursday, March 2 | 4 - 5:30 in McLaren 250
    Talk: Student engagement in neoliberal times: what is missing?

    A strong demand for quality teaching for learning is relatively recent in higher education. One reason is that government funding now requires students to succeed in their studies and be ready for employment. In response, educators throughout the western world have generated large quantities of evidence based, practical, often uncritical research about what works to improve teaching, learning and student success. Much of this research carries the label student engagement. But student engagement is a complex construct used to identify what students do, think and feel when learning and how teachers can improve that doing, thinking and feeling in instructional settings. Despite its extensive coverage of learning and teaching, Zepke asks whether something is missing from the way we approach student engagement.
  • Friday, March 2 | 1 - 4 in Zief Law Library Terrace Room 201
    Workshop with Nick Zepke: Clinic for Teacher Self-Development.

    The purpose of this workshop is to enable participants working in small groups to develop a personal plan for enhancing engagement in their classes. The workshop is based on the wide-ranging findings from the student engagement research literature summarized here by key questions. These bring together the many ideas for engaging conventional students as well as diverse learners in specific disciplines and contexts. The questions also encourage participants to examine critically what is missing in their own practice. After an introduction, participants work in groups, discuss those questions important in their teaching, outline a self-development plan that improves student engagement in their classes and report planning results to the whole workshop group. The workshop concludes with a period of reflection on how individuals might apply some of the ideas in their own practice.

Zepke's new book, Student Engagement in Neoliberal Times: Theories and Practices for Learning and Teaching in Higher Education, is now available from Springer.