Student engagement in learning is related to important outcomes in higher education. Engagement is both dynamic and malleable. The present study describes the development and use of brief, single-item indicators of student engagement to monitor student progress during a intergroup dialogue (IGD) course offered to undergraduate students at a large, Midwestern University. Students completed weekly ratings of their openness, connectedness, and participation in the course. Growth mixture modeling revealed different patterns of growth for each aspect of engagement. Across all profiles, a large majority of students experienced increasing levels of engagement. In addition, subpatterns of low and/or decreasing engagement suggested opportunities for intervention during the course to identify students at a risk for disaffection. Findings are discussed in relationship to IGD theory and practice, and implications for the future research and implementation of IGD-based coursework as well as of measures of student engagement are described.