Fostering Engagement and Learning in a Forensic Science Course

Abstract

Student engagement is a vital component of education; however, it can be quite challenging to engage a student in the classroom. This work highlights the redesign of an introductory forensic science course in order to understand the factors influencing student engagement and learning. The study visualizes three key modes of interaction for the student: with their course content, with their peers and with the faculty in charge of the course. Analysis of student survey results provided valuable insights into the perceived effectiveness of the three modes of interaction. Students perceived that pedagogical strategies and interactive tools employed in the course were engaging and intellectually stimulating and the faculty encouraged student engagement and showed interest in their learning. They also reported that discussions and group presentations encouraged peer engagement and they enjoyed working as part of a team. In addition, there was a statistically significant increase in actual as well as perceived learning of concepts by the end of the forensic science course. Overall, the positive experience with these modes of interaction will guide faculty and other instructors as they design their courses to achieve student engagement and learning.