Students as Customers and the Syllabus
I have found that sometimes a syllbus narrowly confines the interaction between the instructor and the student. "Why do we need to know this?" says the student. Adult students are acutely aware when there are items in a class that are there to fulfill some requirement other than simply acquiring the knowledge in the course. This always causes conflict, which I can mostly resolve, but I would prefer (as the course states) to have the student guide what they will get out of the course.
Hi Simona,
Our students need to read as much as possible. I have found that even college students do not read.
Patricia Scales
I agree. Also it allows them to read ahead if they choose to so and better prepare for upcoming lectures.
Hi Erica,
I concur! As the instructor, we must do our due diligence to boarden our students knowledge base, thinking, and view.
Patricia Scales
I totally agree. Students often have a narrow view of what they think they know and assign value accordingly. By opening the topic up as a critical thinking exercise, you can guide and facilitate their discovery of why that topic in needed.
Hi Kim,
Students become more interested and excited when they undersand how the course relates professionally/personally.
Patricia Scales
I find that this is an important idea to address with every class and every new topic. I try to break down the syllabus and discuss why each objective is pertinent to their learning process in the very beginning. With each new topic, I must do this same thing. I try to use it as a critical thinking exercise... "How or why do you think this new information is important to your future career?" This can be a great way to start the discussion/lecture session.
Hi Greg,
Every assignment/chapter and lesson should be meaningful and have purpose. Students want to know how they are going to benefit from the information.
Patricia Scales
