Teaching Spotlight: Joshua Ross

Joshua Ross

Featured Teacher

Joshua Ross, Director of Entrepreneurship@DU and Associate Teaching Professor of Entrepreneurship

Background

Joshua is dedicated to enhancing student engagement at DU. He focuses on creating a dynamic learning environment that motivates students to actively participate in their education.

Defining Engagement

Joshua defines student engagement as participation that goes beyond attendance; it encompasses emotional investment and personal connections with faculty and mentors. “It’s about academic and experiential parts of entrepreneurship,” he explains. This emotional engagement enhances students’ University experiences and encourages them to explore opportunities beyond the classroom. Joshua emphasizes the importance of exposing students to diverse experiences, recalling transformative moments like attending significant talks that shaped his beliefs.

Strategies for Engagement

To promote engagement, Joshua employs several strategies:

• Reflective Practices: This year, he encourages students to reflect on their purpose at the University and what they seek from their experience. “I want them to think about their journey over four years,” Joshua shares.
• Impactful Events: Students must attend three events each quarter—ranging from business to cultural experiences—to broaden their horizons. Initiatives like the 4impact challenge offer real-life pitch opportunities, fostering collaboration and support among peers.
• Tailored Content: By bringing in guest speakers who resonate with students’ interests, including artists and storytellers, Joshua aims to connect lessons to students’ personal and professional aspirations.

Challenges Faced

Joshua has encountered challenges with student participation, noting that some attend events solely for credit and leave early. “I push back to faculty about the importance of genuine participation,” he explains. Additionally, organizing events requires significant time commitment, and Joshua advocates for smaller in-class activities to maintain motivation while acknowledging students’ focus on grades.

Reflective Practice

“I am my biggest critic,” Joshua admits, regularly reflecting on his teaching methods. He engages with faculty and students to gather feedback on various programs, ensuring learning experiences adapt to changing needs. “We iterate every year,” he explains, emphasizing the importance of data collection for making informed, evidence-based improvements.

Looking Ahead

When asked about further questions on student engagement, Joshua highlights the need for universities to consider how to enhance engagement thoughtfully. He advocates for increased faculty involvement at events, suggesting that faculty can significantly influence student participation through their engagement and communication.

Closing Thoughts

Joshua’s commitment to fostering a dynamic and interactive learning environment underscores the importance of emotional and experiential engagement in education. His use of student feedback data allows him to iterate on his approaches. This iterative practice gives students a seat at the table as Joshua aligns his engagement strategies to their changing needs.