It’s Time: Evidence-Based Strategies to Improve Student Listening in the College Classroom

Abstract

Active listening is a critical skill for college student success, yet digital distractions increasingly hinder students’ ability to engage fully in classroom discourse. This article builds upon Funk and Funk (1989) foundational work on listening skills by adapting their framework specifically for higher education contexts. Drawing on recent scholarship in contemplative practices (Barbezat and Bush 2013), active empathetic listening (Bletscher and Lee 2021), and strategies for managing distraction (Lang 2020), this article presents evidence-based approaches for improving student listening in college classrooms. The three-part framework—building classroom community, managing digital distractions inclusively, and implementing purposeful listening practices—offers practical strategies that foster deeper engagement, critical thinking, and meaningful dialogue. Emphasis is placed on the research-supported practice of structured dyadic exchanges as a method to build listening stamina and skills transferable beyond academic settings.