One of the biggest challenges associated with large enrollment introductory courses is how to engage students. Student engagement approaches can be implemented during class and outside of class. In a large enrollment general chemistry class at Drexel University a variety of approaches have been implemented to facilitate student engagement. These approaches include a cookie challenge to encourage office visits, a daily wordle to encourage students to review the lecture content before class and recordings/screencasts of each lecture posted to the course website. Key characteristics of these engagement opportunities will be presented.  Some engagement opportunities, such as personal response devices (clickers) and review sessions, have been demonstrated to improve student learning. Other activities, such as office hour visits, are evidence of engagement, but do not necessarily directly contribute to student learning. In this analysis, several different measures of student engagement were correlated with student performance in general chemistry. Student engagement was monitored through use of personal response devices, visits to the instructor’s office, online homework grade (students have multiple attempts to answer each question), recitation grade (based primarily on attendance and participation), correct answers to a wordle relating to lecture content, and lecture attendance/viewing of lecture recordings. For each of the activities, students who demonstrated higher levels of engagement scored higher on exams and had higher overall course grades. The fact that all forms of engagement are correlated with performance illustrates the importance of student engagement and provides faculty an early way to identify students who might benefit from outreach.