Author: Alyssa Nolan (TA), MA Psychology
Engaged learning is more than just showing up, it’s about students actively working with ideas, asking questions, and building knowledge together. It is a dynamic process rooted in the active co-construction of knowledge, influenced by both students’ intrinsic motivation and the socio-cultural context of learning (Deci & Ryan, 2000; Vygotsky, 1978). As Teaching Assistants (TAs), we do not only offer information; we also serve as facilitators who cultivate environments where meaningful engagement may occur.
Theoretical Foundations of Engaged Learning
From a constructivist perspective, learning is an active, social process where meaning is constructed through interaction (Vygotsky, 1978). Engaged learning, therefore, emerges when students are not passive recipients but active participants in their education. We want our students to question, reflect, and apply concepts in ways that resonate with their lived experiences. Self-determination theory (Deci & Ryan, 2000) further deepens this understanding by emphasizing the importance of autonomy, competence, and relatedness in fostering intrinsic motivation, which is essential for sustained engagement.
The TA’s Role in Co-constructing Engagement
TAs occupy a unique position within the learning ecosystem at Carleton. Positioned between faculty and students, we often serve as more approachable figures for students, facilitating dialogue and collaboration (Barr & Tagg, 1995). Our reflexivity, the ongoing critical reflection of how our identities, biases, and experiences influence our teaching, becomes pivotal in shaping these interactions (Finlay, 2002). By acknowledging how our perspectives shape classroom dynamics, we can create more inclusive and responsive learning environments.
Strategies for Promoting Engaged Learning
Drawing on these theoretical frameworks, TAs can promote engaged learning through intentional strategies that foster autonomy, relatedness, and competence. One key approach is encouraging autonomy by offering students choices in discussion topics, assignment formats, or project directions. This not only empowers students to take ownership of their learning but also aligns with self-determination theory’s emphasis on the importance of autonomy in maintaining motivation and engagement (Deci & Ryan, 2000). When students feel they have a voice and control over their learning experience, they are more likely to invest effort and sustain interest in the material. Additionally, building relatedness is critical for fostering a supportive and inclusive learning environment. TAs can create opportunities for collaborative work, peer discussions, and open dialogue, which help nurture a sense of connection and belonging among student, factors essential for meaningful engagement (Ryan & Deci, 2020). When students feel valued and connected to both their peers and instructors, they are more motivated to participate and contribute. Lastly, scaffolding competence through constructive feedback, guidance, and modeling critical thinking skills allows students to develop a stronger sense of mastery and academic growth (Vygotsky, 1978). Together, these strategies create a learning environment where students feel motivated, connected, and capable, ultimately promoting deeper engagement and academic achievement.
Conclusion
Ultimately, engaged learning is not a static goal but an ongoing, iterative process shaped by the interplay of theoretical insights and reflexive practice. As TAs, our challenge is to continually question how our pedagogical choices either foster or hinder engagement, ensuring that learning remains a collaborative, inclusive endeavor. At the end of the day, it’s about helping students feel like they belong and want to engage, because that’s when the real learning happens.
References
Barr, R. B., & Tagg, J. (1995). From teaching to learning — A new paradigm for undergraduate
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Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the
self-determination of behavior. Psychological Inquiry, 11(4), 227–268.
Finlay, L. (2002). Negotiating the swamp: The opportunity and challenge of reflexivity in
research practice. Qualitative Research, 2(2), 209–230.
Ryan, R. M., & Deci, E. L. (2020). Self-determination theory: Basic psychological needs in
motivation, development, and wellness. Guilford Publications.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.