Students only interested in a small amount of the schools curriculum
I work at an audio school, I am seeing a large number of students that are only interested in working in electronic music even though our curriculum covers a lot more of audio production than this. I have found it a challenge trying to keep some of these students interested because they feel they are never going to use this knowledge after they graduate, even though a lot of it can and should be used. In your experience and in the terms of retention to make sure these students are able to complete the schools requirements to graduate. What steps would you say would be important to generate interest in learning the stuff they aren't interested in?
I totally agree.Our graduates can definately help us understand what was good or not so good about certain classes and topics. I also like to ask the senior students what worked well, what didn't. I have never been disappointed in their responses.
Does your admissions procedure make clear what is covered, Amanda? Hopefully, the process shows them the importance of each aspect of the curriculum.
I work in a school where students are only interested
In part of the circulum , not sure how to motivate them
To learn everything
Barney, you're answering the "why do I need to know this" question. Often times, the students don't know what they don't know and the effect of not knowing.
This query is right up my alley. I've taught at a Broadcast Career College for 21 years part time in the evenings. I teach several types of “Humanities†courses. These are the ones that do not involve “hands-on†with our equipment. So in essence, the students were not drawn to our college to take the courses I teach. My challenge is to not only present the information of a practical learning nature, but to maintain student attentiveness and focus during a two plus hour course. Having worked in the broadcasting industry, I rely on real world experiences to strengthen the importance of my curriculum. For example, in Public Relations I emphasize the importance of writing a “press release†in proper form. Many students wish to open their own recording studio and do not know the first thing about how to promote a business which includes writing press releases. In summary, I have to verbally validate why students need the information I'm giving to them or they will shut me out.
Important point, Eric. Students have to learn that narrowly developed skills also narrowly defines their career opportunities.
We focus on the placement side for students and encourage being the "all-for-one" mentality because an employer wants an individual with a wide range of skills to do different jobs. Instructors are encouraged to find examples of how to relay the content to something they can use in their own lives.
Hello Christopher
If i am a science teacher, i have to teach Gravitional force in order to explain falling object. If i am a Math teacher, in order to explain simple intrest and compound intrest, i have to explain the basic concept of interest and show the difference between this two. Same as your subject, if students wants to learn about new technology toos, they need to know the history first.
Ronna, field trips are a very valuable, but underutilized tool because they are often logistically challenging. How large are the groups that you can accommodate on these visits.
I have to say that in the Surgical technology program the only true way to show the students that the mundane and "dry" material is just as important is to see it in the real world. We take our students out on field trips several times prior to going out on their clinical/extern. This gives the students the opportunity to actually see what they are learning and its application in regards to their chosen career.
I agree. Nothing is better than giving the class an example of how a skill/concept is used in "the real world".
I think by using real people to share real life stories of how the course curriculum has played a part in their careers. Show them that they shouldn't close their minds off to knowledge and to always keep an open mind to learn new things.
I run into this sometimes as well since I teach a class that is not the students favorite. I find trying to relate the course content to prior and future classes really helps keep them engaged.
I have the same problem with teaching my veterinary technology students. Of course they want to handle animals and have clinical based activities, but the application of scientific investigation is often times overwhelming. Pharmacology is a brick wall, and laboratory analysis is a challenge. They love animals, but do not always love science.
Rick, this is where your NCO experience can come in handy. A job brings responsibilities beyond what we 'want' to do. Having graduates and practicing welders come in to 'testify' might be a useful way to get them to understand the value of the book part of the curriculum.
I teach welding at a technical school and I have the same issue. I have some students that just want to learn no matter what the material is but the majority of them just want to do the "cool" things in the lab and don't like the book work at all no matter how simple. As soon as it gets a little to difficult for their taste then I get complaints. I've tried all kinds of different things to get them interested in the "not so cool" aspects of welding. I've come to the realization that some students have a narrow view of the skills they need to succeed and they'll stick to it no matter what.
interesting point and it does spark some ideas, Thanks for your reply!
Christopher, the best people to answer the "why do I need to know this" question are the ones who asked it before and now know the answer. Graduates and those who employee graduates can make a compelling case to your current students. If they can't, then maybe the students have a point.
