Higher education leaders are searching for better ways to engage students, improve retention, and close equity gaps—especially in the wake of COVID-related learning disruptions. In this episode of the Changing Higher Ed® podcast, Dr. Drumm McNaughton speaks with Dr. Justin Shaffer, Associate Dean for Undergraduate Studies and Teaching Professor in Chemical and Biological Engineering at the Colorado School of Mines. They discuss Dr. Shaffer’s book, High Structure Course Design, which offers a proven framework for transforming student outcomes.

High structure course design—built on clarity, repetition, feedback, and engagement—originated in STEM education but is now widely recognized as effective across disciplines. This approach doesn't water down rigor; it scaffolds the learning process so students at all levels can succeed. The result: better retention, higher achievement, and greater equity in academic outcomes.

This conversation is especially relevant for institutional leaders seeking to scale evidence-based instructional practices and boost institutional performance.

Topics Covered:

• Why many students struggle in gateway courses and what faculty can do differently

• The long-term effects of post-COVID learning disruptions on student readiness

• Three structural layers that drive student engagement and retention

• Four foundational principles that support learning across all disciplines

• How high structure pedagogy closes equity gaps without lowering standards

• The undervalued impact of teaching-focused faculty on student success

• Infrastructure and leadership decisions that enable faculty innovation

• How structured courses also improve career readiness and workforce outcomes

Real-World Examples:

• 40–60% failure rates improved through course redesign

• A biology field course that teaches both science and professional skills

• Centers for teaching and learning that support faculty-wide improvements

Three Takeaways for Leadership:

1. Course design is one of the most powerful and underused levers for retention and equity.

2. Teaching-focused faculty are essential institutional assets and must be supported.

3. Scalable infrastructure for instructional quality is not optional—it’s a strategic necessity.

Recommended For: Presidents, provosts, academic leaders, board members, and faculty development directors who want scalable ways to boost student success and institutional outcomes.

Read the transcript: https://changinghighered.com/high-structure-course-design-for-student-engagement-retention-and-success/

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