2015-16 Provost Lecture Series

Engage the Sage: Trickle Down Engagement in the College Classroom

Friday, April 29, 2016
10:30 a.m.
Hemisphere Room
5th floor, Hale Library

Dr. Donald Saucier

Associate Professor of Psychological Sciences
Kansas State University
2015-2016 Coffman Chair for Distinguished Teaching Scholars

Biographical Sketch

Saucier is the director of undergraduate studies, chair of the Undergraduate Program Committee, and co-director for the teaching apprenticeship program in the psychological sciences department. He has taught a broad range of classes at the undergraduate and graduate levels, from large sections of General Psychology to small classes in Advanced Psychological Research Methods.

His numerous awards and honors include the Putting Students First Award for Outstanding Service to Students, the University Distinguished Faculty Award for Mentoring of Undergraduate Students in Research, the William L. Stamey Excellence in Undergraduate Teaching Award from the College of Arts & Sciences, the Commerce Bank Outstanding Undergraduate Teaching Award, and the Presidential Award for Excellence in Undergraduate Teaching.

Saucier earned a Bachelor of Arts in psychology and classical civilization from Colby College, and a master's degree and a doctoral degree in experimental social psychology from the University of Vermont.

Abstract

Teachers and their experiences matter. While much research has examined the engagement of college students in the classroom, relatively little research has examined the engagement of their teachers. I believe that enhancing the engagement of college teachers will "trickle down" to enhance the engagement (and learning) of their students. As this year's Coffman Chair, I measured college teachers' subjective experiences in teaching, the correlates of these experiences, and the outcomes these experiences have on students' engagement and learning. During my presentation in the Provost Lecture Series, I will share my preliminary findings from this program of research in which I provide evidence to support my "trickle down engagement" model and suggest practical recommendations to improve the engagement of both college faculty and students at Kansas State University and beyond.