I try to relate what we are learning to what the students will be doing in their career field. I always to to include how what I am lecturing on applies to the students in a clinical way. In addition, I like to ask students to talk about their experiences that relate to the lecture topic. Many of the students in my classes have worked in our field in another capacity and so they do have experiences to share. I find that they enjoy sharing, it reinforces how what they are learning is applicable and it also is beneficial to other students
In my f2f class, I begin by preparing a word cloud of the topics, themes, issues we'll discuss in the class then ask students what they hope to get out of the class. By encouraging them to connect their personal goals to the topics, I uncover their interests and take note.
In my online class, I create a spreadsheet based on introductions and personalize my responses within the discussion.
I instruct basic computer technology to medical and management students. My course (and *I* as the instructor) may be regarded as the little fish in a big pond since my course of study is ancillary to the students' degree, diploma, or certification programs. I therefore needed something that would apply to all in a generic but significant way. So I drew from two sources in my first-day presentation: Patrick Lencioni's "Five Dysfunctions of a Team" and a chapter from "100 Ways to Motivate Others" authored by Steve Chandler and Scott Richardson.
First, I ask the students to read a handout from "100 Ways" entitled "Manage Agreements, Not People" (Chapter 18, page 50) that establishes the idea that I am not there to manage them as people or even students, but to manage the agreements set forth in the syllabus, student handbook, college rules, etc. I stress that I understand they are enrolled in programs that are not entirely based in computer-technology ("yours isn't a computer technician or network engineer course of study, but this article applies to you no matter what academic or career path you've chosen... you may think it applies mostly to MANAGEMENT studies, but I suggest it applies to you as a student or prospective employee in any field. We are all being managers or managed at some point in time, whether we are student, instructor, employee, boss, manager, leader, parent, child, etc.")
Then I display the model described in "Five Dysfunctions..." - a five-layer triangle that is founded on TRUST, then rises to CONFLICT, COMMITMENT, ACCOUNTABILITY, and RESULTS" and I cover each of these in relation to the course, their academics, and their chosen career paths.
I, of course, intermix discussion about how computer technology is a part of their lives as students, potential employees, and consumers in the world.
I then take survey of the class (their first quiz on Day One of our course): "What's today's date?"
I write the answer on the board, say, May 1, 2013.
Then I cross out the year and write "1995." Next question: "By show of hands, how many of you were born before this date?" Undoubtedly, all hands rise (eventually, after some careful thought by some). I, too, raise my hand.
"So together we've established the fact that we are ALL over 18 years of age. Therefore, we should agree that we will treat each other simply as adults of the human species - that we will trust each other, overcome conflicts, commit, hold each other accountable and achieve the results outlined in the contract of the syllabus plus whatever you and I see fit to add to it."
I have found this very effective in establishing a baseline of expectations - that I am their instructor (not their boss or parent), and that all we accomplish will be premised on achievement of the college and course and THEIR personal objectives.
In this way, I also establish that I understand they are juggling and balancing their lives (just like me) against the challenges of work, life, illness, dilemmas, tragedies, and other unforeseen/unexpected events...
"There are no sick days in college," I quip. There are no excused absences, and the work you fail to do comes with a cost. But that cost is just grade points and (I suspect) future opportunities.
"The good news is, college isn't exactly like life. 'Reality does not always fit a textbook mold.' But this is the best place to test your potential in that regard, I mean, if you're going to fail, this is the place to do it, because you get another chance. Maybe two. Trust me on that." And there will be conflicts that may effect your commitment, but not my commitment to YOUR success. I invite you to hold me accountable to that (as I will you!) in accordance with the agreement we have in the syllabus, college rules, etc.
"If you try, you can't fail. As long as you apply yourself at least 50% to the RESULTS *you* want to achieve, I will meet you halfway, maybe farther. TRUST me on that."
"Now, how many of you have ever said, 'Computers hate me,' or 'I hate computers,' or how about this: 'I just want the damn thing to print!' I am here to help you with that. I get that! I am a 'frustrated user' too!"
Mostly, I find my students appreciate being treated as adults and not as children. Those of them who may be accustomed to being treated as children RISE TO THE OCCASION once we establish the ground rules - the agreement - or more precisely, a MUTUAL agreement between the professional I profess to be and the professionals they already are, or hope to become.
All of a sudden, our mutual purposes become less about FEELINGS OR EXCUSES, and more about our agreement toward mutual, positive, and progressive results.
The best strategy I can think of and to me, the most important, is the ability to have the student connect or achieve a balance of how the "what's best for me attitude" correlates with 'what is best for the patient".
As a dentist working with the hygiene students, seeking and applying this correlation through out their curriculum will make the buy in strategy more successful and exciting for the students
I like to describe examples from business and industry of the application of the course content. Much of it is direct, like Linux operating system skills. Some course content does not always demonstrate direct application, such as logarithms, but I like to re-direct these to the exercise of problem solving skills and abilities, a key requirement for most jobs.
Hi Marianne,
What an attention grabber! Do you want to be exceptional or average? Most students want to be exceptional, therefore this is a great way to get them to buy into the course because they will give their best to be really good.
Patricia Scales
I always ask two questions to get 100% involvement. Such as, if I'm teaching haircolor, I will ask "how many of you have ever colored your hair before?" Second question, "how many of you have never colored your hair before?" This way you have included everyone. Then tell a story or even just a hook statement to get them excited.
Sharing stories about revelant clinical experiences as it pertains to the course content
Asking questions about the students and encouraging them to share their own experiences prior to this class
Asking students to share "most interesting" patient or pathology from the previous day's clinical experience
Re-inforcing the importance of paying attention to detail by personalizing the outcome: ie, would you want your mother or child to receive quality care
Asking students if they want to be exceptional or average
Most of our students are heading towards an internship to start their careers after leaving school, so I often relate to them how the activity or project they are working on applies to things they will be asked to do in their internships.
I think this motivates them to understand and practice their newly learned skills because they see how those skills directly relate to their progression in their careers.
