How to Encourage Students to Buy into the Project of Learning

In recent years, motivating students to learn has become more challenging than ever. Between the constant distractions of their phones and the temptation to let AI tools do the work for them, many students struggle to stay truly engaged in learning. This last fall (2025), The Chronicle of Higher Education published a thought-provoking series of articles by Beckie Supiano exploring new approaches to student motivation and engagement.

Supiano’s real-life stories from educators resonated with me and made me reflect on my own teaching practice. I share here some of my key takeaways and reflections on how we, as college teachers, can reignite our students’ passion for learning.

Making students feel seen

In her 1^st article, Supiano discusses how psychology professor Regan A.R. Gurung (Oregon State University) boosts engagement by focusing on perceived social support. This approach is the idea that students are more motivated when they feel seen, supported, and know that help is available.

Some creative ways Gurung builds connections are by:

• welcoming students to class
• creating a sense of belonging
• simplifying the course plan
• moving among students through the lecture hall
• being accessible
• personalizing feedback

The author reminds us that even small gestures and a minimal effort to connect can significantly impact student motivation. When students feel their teachers care, they’re more likely to engage, complete the readings, participate, and persevere in the course, and are less likely to rely on AI to do the work for them. It’s all about treating them as people!

Letting students shape your course

The 2^nd article in Beckie Supiano’s series tells the story of Nicholas Kapoor, a professor at Fairfield University who experimented with giving students more independence. He redesigned his Introduction to American Politics course to give students more autonomy. He believes that when students have more control, they tend to be more motivated to learn.

Kapoor decided to try a new approach to teaching. He created a “Choose your own adventure” structure where students select assignments from 4 categories:

• Write Something
• Create Something
• Do Something
• Research Something

Students choose both the tasks themselves and the order in which they complete them. They can work individually or in groups, revise and resubmit work, and use formats that align with their interests and passions.

Kapoor describes teaching as a form of coaching. To him, giving students better agency means letting them show their learning through different modalities that reflect who they are as people.

This approach reflects self-determination theory, which states that motivation increases when people experience autonomy and a sense of belonging. Indeed, students in Kapoor’s class reported feeling more engaged when the work felt personally meaningful or when it was on a topic they cared about.

Kapoor emphasizes that giving students agency doesn’t make a course easier; it makes students want to learn.

Demystifying writing

In her 3^rd article, Supiano introduces Kerry Beckford, an English professor at CT State Community College, who helps students approach writing with less fear and more confidence. The rise of generative AI tools has made it even harder to convince students that writing is worth the effort.

Beckford has found that the best way to ease that anxiety is to be honest and human. Writing is hard for everyone, even her, and it’s a skill that comes with practice. She gives students short, low-stakes, in-class exercises, many of which aren’t graded, to give them an opportunity to take risks and build confidence. For longer assignments, she breaks the work into smaller steps and provides real-time feedback and support during in-class workshops.

What really transforms students’ perception of the tasks is the message that their ideas matter. By emphasizing that she wants to hear their opinions and how well they support their thesis (whether she agrees or not), Beckford encourages students to find their own voices.

Beckford’s goal isn’t just to teach students to structure papers correctly; it’s to help them believe they can write and trust their own voices.

Learning by doing

In the next article, “How Students Should Practice, In and Out of Class,” Supiano introduces Justin Shaffer, a professor of chemical and biological engineering at the Colorado School of Mines. To make his classes more engaging and meaningful, he focuses on practice and active learning.

Shaffer uses a high structure course design that guides students before, during, and after class. Students first engage with material through reading or videos, supported by reading guides and pre-class assignments to check understanding. In class, they spend time applying what they’ve learned through problem-solving and group exercises, receiving real-time feedback. After class, homework and quizzes help reinforce concepts.

Students appreciate this approach because it lets them learn by doing, rather than just passively observing.

Fostering friendships in your course

In her 5^th article, Supiano introduces Martha Mullally, a Biology professor at Carleton University, who helps students build connections with their classmates. When students know and trust one another, they are more likely to attend class, engage in activities, take risks, and feel motivated to learn.

Mullally explicitly encourages interaction from the start. Right from the 1^st class, she uses low-stakes, structured activities such as:

• pairing students
• forming small groups
• shuffling participants using colour-coded name tags

These exercises give students repeated opportunities to meet classmates, collaborate, and even form lasting friendships. In larger classes of 150 or more, these strategies help students feel a sense of belonging and connection, while also making it easier to engage in active learning and public speaking exercises.

Students report that these connections transform the classroom experience. The interactive environment helps quieter students gain confidence, participate in discussions, and feel comfortable tackling new topics.

Mullally’s approach is based on a simple idea: learning is social.

Making general education courses relevant

In the article “Making Gen Ed Relevant,” Supiano highlights the viewpoint of Doug Duncan, a retired professor from the University of Colorado, who helped students see the value of general education courses. Many students enroll in these courses out of obligation and are skeptical about their relevance. Duncan’s approach was to connect the course content to students’ lives and critical thinking skills.

Duncan taught an Introductory Astronomy course with the goal of helping students understand not just astronomy, but how science works in general. He explained why scientific literacy matters in everyday life and emphasized that the course would help students develop transferable critical-thinking skills. He used humour, relatable stories, and real-world examples to make the material engaging and approachable.

Assignments encouraged the application of scientific reasoning beyond astronomy. Students reported that the course helped them:

• improve their ability to think critically
• recognize bad science
• make informed decisions

Teaching isn’t just about content; it’s about helping students recognize how they learn (metacognition) and think, and how the skills they develop can prepare them for the future.

Supiano’s series of articles shows that students engage most when they feel seen, supported, and empowered. Whether by offering choices, fostering friendships, or connecting learning to real life, small actions can have a big impact.

What strategies do you use to help your students buy into the project of learning? Share your ideas in the comments below!