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Student engagement on a holistic level can be difficult to achieve in large undergraduate STEM classes. Often, the level of engagement can be contributed to student previous exposure to content and educational background. Student motivation, specifically self-efficacy, and sense of belonging in the classroom can also be major contributors to student success. Each year, we classify 15% of the student cohort as ‘struggling students; ’ these are defined as students who performed poorly on initial assessments, accumulated class absences, or missed homework or classroom assignments. Here, we discuss strategies employed to initially identify and distinguish between the variety of students who struggle (or perceive themselves to struggle) throughout the entire semester of a large microbiology class. We highlight our success with improving student engagement, first by installing a simple, in-class reading check’ and also with the employment of several gamification strategies that were implemented throughout the semester.
