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Over the past twenty years, the term “student engagement” has become a primary means for orienting faculty and administrators around pedagogic improvements and curriculum development. The increasing prevalence of technology in educational settings and the ways it alters more traditional classroom formats, student-teacher interactions, and research methods suggest that engagement may now look and function differently than in the past. This article describes the reflective journey of a yearlong Faculty Learning Community (FLC) at a private, urban Jesuit university on the topic of student engagement. It investigates and debates current thinking on the topic, assesses methods of measurement, and shares project results. Attending to the relationships between teacher, learner, and content may improve the scholarship, practice, and effects of teaching within the powerful and competing demands of the real world.



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