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To promote student engagement, professors must actively seek to create the conditions that foster engagement. Chickering and Gamson (1987) suggest that good practices in undergraduate education are ones that: encourage student-faculty contact, develop reciprocity and cooperation among students, encourage active learning, provide students with prompt feedback, emphasize time on task, communicate high expectations and respect diverse talents and ways of knowing. The purpose of the book is to provide the reader with a variety of techniques that can be used to foster student engagement. The techniques include ways to enhance the level of academic challenge, promote active and collaborative learning, increase student-faculty interaction, provide enriching educational experiences, and create supportive learning environments. The book is divided into six sections. The first section describes factors that promote student engagement and the learning outcomes related to student engagement. The second and third sections describe programs that promote student engagement and include programs that can be implemented at the course level, programs that can be offered by a department, programs that provide for community involvement, institution-wide programs, as well as national programs. Instructors can enhance student engagement by encouraging students to become more active participants in their education. Section 4 of the book provides a number of techniques that can be used to promote active participation in the classroom. Several opportunities for student engagement are described in Section 5. The final section of the book describes several innovative approaches on how to assess student engagement. Section 1, Why and How Engagement Matters, contains: (1) Factors that Promote Student Engagement (Corey L. Guenther and Richard L. Miller); and (2) Outcomes Associated with Student Engagement (Richard L. Miller and Jeanne M. Butler). Section 2, Programs that Promote Student Engagement I, contains: (3) Engaging Students through Psychology Organizations (Kristina Thielen, Donna Stuber, Cathy Grover and Kenneth Weaver); (4) Psi Beta as an Avenue of Engagement (Valerie T. Smith and Jennifer L. O'Loughlin Brooks); (5) Preparing to Serve: A Program Training College Students for Tutoring and Mentoring in Public Schools (Eric Amsel, Sheldon Cheshire, Alisha Massen, Brenda Marsteller Kowalewski, and Jan Winniford); (6) Community Service Engagement: How our students benefit from this service and how to encourage them to pursue community service (Maya M. Khanna); (7) Undergraduate Internships for Psychology Majors (George B. Yancey); (8) Residential Learning Communities in Psychology: How to Get Started (Courtney A. Rocheleau, M. Corinne Smith, Shawn Bergman and Mark C. Zrull); (9) Increasing Student Engagement through Curricular-Based Learning Communities (Kim Buch and Kenneth E. Barron); (10) Civic Engagement Through Service Learning (Jennifer L. O'Loughlin Brooks and Valerie T. Smith); (11) Interdisciplinary International Service-Learning: The Story of Our Success (Steve T. Barney, Rachel Kirk and Boyd Fife); and (12) Alumni in the Classroom (and Beyond) (Donna Stuber, Kristina R. Thielen, Jennifer Babitzke, and Bill Allan). Section 3, Programs that Promote Student Engagement II, contains: (13) Building the Case for Engagement in Honors College Programs (Chrisanne Christensen); (14) Structuring the Capstone Experience in Psychology (Theresa A. Wadkins and Richard L. Miller); (15) SENCER: Science Education and Running Before Walking (William Wozniak); (16) First-Year Experience: Introduction to the Psychology Major Course (Brian W. Schrader, Kenneth A. Weaver, and James Persinger); (17) Student Engagement in Undergraduate Research (Jeffrey D. Holmes and Bernard C. Beins); (18) Freshman Orientation Programs (Brooke Bennett-Day and Lisa Rouleau); (19) School in Your Skivvies: Lessons Learned on Promoting Student Engagement in a Virtual Versus Traditional Classroom Setting (Sara Villanueva); (20) Interteaching: A Behavior-Analytic Approach to Promoting Student Engagement (Bryan K. Saville); and (21) The "Democratic Academy": Pedagogies for Student Engagement (Kerrie Baker, Kathleen Boland, Elizabeth Meade, and Suzanne Weaver). Section 4, Student Engagement Techniques, contains: (22) Engaging Students through e-Polling (Bill Hill and Randolph A. Smith); (23) Active Learning (Isabelle D. Cherney); (24) Using Reflective Journaling in the College Course (Krista K. Fritson, Krista D. Forrest, and Mackenzie L. Bohl); (25) Increasing Student Engagement with a Motivational Interviewing Strategy (Susan E. Becker, Leslie Miller and Bruce A. Bishop); (26) Peer Learning and Its Applications to Undergraduate Psychology Instruction (John D. Murray); (27) Do Podcasts Engage and Educate College Students? (Blaine F. Peden and Benjamin Z. Domask); (28) Strategies for Making Psychology Self-Relevant In and Out of the Classroom (Natalie J. Ciarocco, Lisa M. Dinella, and Gary W. Lewandowski Jr.); (29) Increasing Learner Engagement with Team-based Learning (Heath Marrs); (30) Embedding Guided Discussions in Class Activities and Assignments (Jeannetta G. Williams and Sara Villanueva); (31) Jigsaw Classroom (David V. Perkins and Michael J. Tagler); (32) Using E-Portfolios in Psychology Courses (Michael Vigorito); and (33) "Insert Comment" Technique Promotes Student Engagement in Online Courses (Blaine F. Peden, Jill M. Jansen, and Amy K. Thoftne). Section 5, Special Opportunities for Engagement, contains: (34) First-Class First Classes (Mitchell M. Handelsman); (35) The Last Word: Engaging Students for Life (Kenneth D. Keith); (36) Web 2.0 Applications to Foster Student Engagement (B. Jean Mandernach and Sarah S. Taylor); (37) Engaging Students: Issues of Cultural Privilege (Loreto Prieto); (38) Academic Engagement for the Benefit of All: Practical Strategies for Incorporating Non Gender Normative Students (Jennifer R. Daniels); (39) Commentary on Multicultural Student Engagement (Kelley Haynes Mendez); and (40) Engagement of International Students on United States Campuses (Matthew J. Mims and Grace Ann Mims). Section 6, Assessing Student Engagement, contains: (41) Documenting the Beneficial Effects of Student Engagement: Assessing Student Learning Outcomes (R. Eric Landrum); (42) Using Standardized Tests to Assess Institution-Wide Student Engagement (Jeanne M. Butler); (43) Assessing Civic Engagement (Katrina H. Norvell and Sherril B. Gelmon); (44) Assessing Course Student Engagement (B. Jean Mandernach, Emily Donnelli-Sallee and Amber Dailey-Hebert); (45) Working with Students to Promote Engagement in Departmental and University-Wide Assessment (Kenneth E. Barron and Jeanne Butler); (46) Secret Agents, Alien Spies, and a Quest to Save the World: Engaging Students in Scientific Reasoning and Critical Thinking through Operation ARIES! (Heather A. Butler, Carol Forsyth and Diane F. Halpern); and (47) I Have One Question: Engaging Students through Formative Assessment (Rob McEntarffer). Individual papers contain tables, figures, references and appendices.

The purpose of the book is to provide teachers of psychology access to teaching techniques that epitomize "happy tact and ingenuity." The principle influence that teachers have on student behavior occurs in the classroom since, as noted by Erickson and Strommer, (1991), today's students spend relatively little time studying outside of class. When college teachers think about student engagement, they suggest that engaged students really want to learn, exceed expectations, and demonstrate passion and excitement (Barkley, 2009). In this book, the reader will find a host of ideas that should help create passion and excitement in the classroom. In this book, the authors describe engagement techniques that address topics within the context of a particular course in psychology. Each chapter provides an annotated bibliography of activities published elsewhere as well as a new unpublished activity that the author has used. The annotated bibliography outlines exercises and demonstrations that enhance student engagement relevant to the topic area that have been published in TOPS, the "Handbooks for Teaching Psychology," as well as activities recommended in various Instructor's manuals and those available through OTRP. The book is divided into five sections. The first section describes activities that can be used in the social, developmental, environmental, organizational, and cross-cultural psychology. The second section describes activities that can be used to teach sensation and perception, cognitive psychology, intelligence, language and related topics. In the third section, the editors offer teaching techniques relevant to biological psychology, research methods and related topics, as well as history and systems courses. Abnormal behavior, personality, gender and adjustment are all addressed in Section 4. Section 5 is devoted to activities that can be used in more than one course and include topics such as diversity, critical thinking, positive psychology and APA style writing. Section 1, Social and Developmental Psychology, contains: (1) How Engaging Are You? A Review of Teaching Methods to Engage Students in Child and Adolescent Psychology Courses (Aaron S. Richmond and Lisa Kindelberger Hagan); (2) Adult Development: Designing a Retirement and Care Plan for Older Adults (Maya M. Khanna); (3) Classroom Activities for a Course on Death, Dying, and Bereavement (Lisa M. Bauer); (4) Group Dynamics (Donelson R. Forsyth); (5) Engaging Students in Psychology and Law: An Exercise in Jury Selection (Kathryn T. Hendricks and Matthew T. Huss); (6) Engaging Students in Applied Social Psychology (Richard J. Harnish, K. Robert Bridges, Alecia V. Denillo, and Michelle L. Flaherty); (7) Teaching Environmental Psychology: Demonstrations and Exercises (Paul A. Bell, Patricia A. Romano, Thomas C. Greene, Jacob A. Benfield, Britt L. Mace and Gretchen A. Nurse); (8) Activities for Engagement in an Industrial/Organizational Psychology Course (Tracy E. Zinn and Whitney F. Smiley); and (9) Engaging Students in Cross-Cultural Psychology (Stephanie L. Anderson and Richard L. Miller). Section 2, Cognitive Processes, contains: (10) Sensation and Perception: Activities to Promote Learning and Clarify Student Perceptions (Cindy Gibson); (11) Engaging Students in Cognitive Psychology (David W. Carroll and Allen Keniston); (12) Exercises and Demonstrations for Motivation and Emotion Courses (Alan Hughes); (13) Is Your Educational Psychology Class Boring? A Review of Teaching Methods to Engage Your Students (Aaron S. Richmond); (14) Intelligence (Amber Esping and Jonathan Plucker); and (15) Engaging Students in the Psychology of Language (David W. Carroll and Eleni Pinnow). Section 3, Biological Processes, Research and the History of Psychology, contains: (16) Online Teaching Resources for Animal Behavior (Joseph J. Benz); (17) Activities for a Neuroscience Course (S. A. Lloyd, R. A. Shanks, and C. L. Robertson); (18) Physiological Psychology (Frank Ferraro, III); (19) Engaging Activities for Students Who are Learning Research Methods (William J. Lammers); (20) Activities for Student Engagement in a Statistics Course (Tracy Zinn and Whitney Smiley); (21) Activities for Engagement in a Psychometric Course (B. Jean Mandernach and Jana Hackathorn); and (22) Engaging Students in History and Systems of Psychology Courses (William Douglas Woody). Section 4, Abnormal Behavior and Personality, contains: (23) Creating Transformative Experiences for Students in Abnormal Psychology (Anton O. Tolman); (24) Health Psychology (Robin A. Anderson); (25) Engaging Students in Clinical Psychology Courses (Jeanne M. Slattery); (26) Human Sexuality (Karen Rayne and Missi Patterson); (27) Psychology of Religion (Kevin L. Ladd and Michael E. Nielsen); (28) The Psychology of Gender (Isabelle D. Cherney); (29) Personality (Marianne Miserandino); and (30) Teaching the Psychology of Adjustment (Dana S. Dunn, Elizabeth Yost Hammer and Wayne Weiten). Section 5, Activities That Can Be Used In More Than One Course, contains: (31) Ethics of Psychotherapy and Counseling (Mitchell M. Handelsman, Allison Bashe and Sharon K. Anderson); (32) Engaging Students in APA-Style Writing (Lynn A. Bruner); (33) On Happiness: Introducing Students to Positive Psychology (Dana S. Dunn, Brittany M. Beard and David J. Fisher); (34) Teaching about Diversity: Activities that Promote Student Engagement (Christie Cathey and Alexandra S. Ross); (35) Peace and War (Linda M. Woolf and Michael R. Hulsizer); (36) Nonverbal Communication (Don W. Stacks, Mark Hickson III, Jessica Deyo, and Price Walt); and (37) Critical Thinking Activities for the Teaching of Psychology (Paul C. Smith). Individual papers contain tables, figures, footnotes, references and appendices. [For Volume 1, "Promoting Student Engagement. Volume 1: Programs, Techniques and Opportunities," see ED533155.]