For 4 semesters, I have used and refined an engagement system in my very large (>200 student) engineering physics classes. The system gives students substantial agency to choose the learning activities which suit them best. It also dramatically reduces student and instructor time spent on “excusing” specific work. I’ll describe the system and provide data (routinely shared with students) showing that students who meet a minimum threshold of engagement are much more likely to be successful. I’ll also challenge participants to consider how elements of this system might work in their own teaching context.
