Student engagement is a significant challenge facing administrators and faculty at institutions of higher learning (Carle, Jafee, Vaughn, & Eder, 2009). While the research emphasis to this point has been on students' perceptions of overall engagement (macro-engagement) across all of their experiences within a university, the authors assert that it remains questionable whether or not overall student engagement can be significantly impacted over time without supporting engagement between faculty and students at the individual course level (course-specific micro-engagement). This study assessed the psychometric properties of a course-specific micro-engagement scale, with results highlighting the need for continued efforts toward developing valid and reliable measures of course-specific micro-engagement. In addition, a quasi-experiment examined whether or not course-specific micro-engagement differs as a function of delivery format (face-to-face lecture versus online lecture). (Contains 4 tables and 1 figure.)