Engaging Students with Drama

In an evolving higher education landscape threatened with the encroachment of artificial intelligence and a multitude of distractions, student engagement and lecturer effectiveness are more critical than ever. Engaging Students with Drama introduces a bold and innovative teaching methodology - drama-based techniques - designed specifically for use in higher education classrooms. Far from being purely about performance or entertainment, this approach is grounded in enhancing knowledge transfer, person to person to achieve learning outcomes and foster authentic connections between lecturers and students. Targeted at a broad, practitioner-focused readership across academic disciplines and global contexts, this book is an invaluable resource for: • New and experienced lecturers seeking to develop or refine their teaching effectiveness • Academics who primarily focus on research but are required to teach or present • Curriculum designers for formal lecturer training programmes and Teaching and Learning enhancement teams • Senior leaders responsible for staff development, student success and the student learning experience. Key features include: • Real-world applications and tested techniques • Dedicated chapter addressing common fears and resistance to adopting innovative approaches • A comprehensive training strategy for lecturer development • Examples are featured throughout to showcase practical implementation and outcomes • Pedagogic in-chapter features such as ‘Points for Action’ and ‘Pause and Reflect’ prompts for immediate classroom or training room use. With inclusive tools applicable across all disciplines, Engaging Students with Drama fills a critical gap in the market offering a practical and user-friendly focus on designing and applying drama-based techniques for teaching in higher education. Backed by educational theories and empirical evidence, this book empowers educators to step confidently into more engaging, impactful, and transformative teaching practices shaping not only how we teach, but how students learn.