I have often referred to my 25 years of pharmaceutical experience to assist the students to realize the necessity of mastering the subject matter inorder to achieve their goals as professionals. They were taken to an on-the-job field trip to look, listen and observe the real work at hand as it applies to our present course content. They returned with renewed enthusiasm and greater appreciation towards the relevancy of course content.
As a Criminal justice Instructor, it is quite easu to show that my courses offer relevancy in the work-world. However, to illustrate my point even more, I give practical examples, some of which I've personally enperienced, and have students problem-solve solutions to these dilemmas.
Using life experiences has always been my best approach, and when a new Mod of Pharmacology begins, I like to have the students do research on "Medication Errors". As they peruse through the articles, they are usually quite upset as to the seriousness of the content and anxious to discuss what they have found. They also realize the relevance of the course and how it may affect their careers.
Even if they are not currently employed in the field for which they are receiving instruction, relate it to their life experience in some way.
I agree with you. Students learn better by listening successful stories.
Give real life professionl experiences from which students can draw references or make connections
I am in a very fortunate position. I will be teaching professional development focusing on professionalism, resume writing, job searching, and interviewing. I have been a hiring manager or recruiter for over 10 years and I have a treasure trove of stories to share about things that have promoted or hindered job seekers' success and I can share these stories to tie in the relevancy of the professional development skills we will be learning. I am able to give the students insight into the hiring manager/recruiter's thought process and teach them to do the same.
In my case, the projects completed during the course of the training, were very helpful and even invaluable as I went out into the work force. I am able to relate to the students, now that I am teaching, that I actually used the tools I made nearly every day.
The best way to show students the relevancy of course content is to take them out and volunteer in the community using target skills from the course. For instance, I train my students to provide massage therapy to cancer patients. Yesterday, I took my students to a local hospital and supervised them while they gave the massages to the cancer patients. The students kept saying afterwards how relevant the training was to their eventual skill application.
Through pictures and threads that I weave into each lecture.
Because of our dual language students, I have found that pictures help them catch on. In addition, pictures help visual learners.
I always ask the student, "What would you do if you find this patient (I list the characteristics.) when you walk in a room?
Tying their responsibilities as they enter a patient room with disease processes/symptoms and treatments helps student see how they will use the didactic information.
I teach biology and I always try to show students relevance of the class topics to their everyday life by bringing practical examples to the lecture topics. I also encourage them to think about potential health implications of certain behaviors, such as inappropriate diet or smoking by explaining physiology behind it.
Hi Kathleen,
I like how you make this globally (everyone). Students need to understand the importance of communicating effectively.
Patricia Scales
Hi Paul,
You are on point! Students need to know how they are going to benefit from the information professionally.
Patricia Scales
I teach first term technical classes. The material is typically very dry. I attempt to show relevancy by explaining how the material will contribute to their understanding of how electronics work and that understanding will make them quick and efficient in troubleshooting circuits that are not working. Most of the examples I use come from my personal experience.
We talk about how everyone is judged by how well we write and speak. Whether you are an office manager or a HVAC contractor, being able to express yourself well will determine how customers, bosses dn co-workers will perceive you. We regularly relate how writing applies to the different majors.
We need to explain to the students how the information andd techniques we are teaching apply in the real world setting. If they percieve that the information is "just to meet college requirements", we will lose the student. They will see the lectures and material as a block filler for the Instructor. This needs to be avoided at all cost, we are not supportting the students as individuals, we are treating them as if they are just another "Number/source of cashflow" to the college. This is not how it needs to be done.
I completely agree with you Juanito, and do the same. I love what I do, thoroughly enjoyed my training, and often hear that that resonates with students. I frequently hear from graduates and share their successes as well as challenges with my students to ground them realistically in what it means to be a healthcare provider today. Our school has a uniform policy, so our students are dressed professionally throughout their day. This helps the process as well.
Students can be shown relevancy of course content by tying it into practical applications in the working environment. Using specific examples of how the material pertains to the working world strengthens its relevancy.
Students can be shown relevancy of course content by tying it into practical applications in the working environment. Using specific examples of how the material pertains to the working world strengthens its relevancy.
Students can be shown relevancy of course content by tying it into practical applications in the working environment. Using specific examples of how the material pertains to the working world strengthens its relevancy.
