After I introduce the course, I go around the room and ask students to share what specific interests they have in their chosen career field. I try to make connections between their interests and what we will be learning in the course. I also show the students pictures of projects I have worked on in the field, and I explain how the material we will be learning applies to what I, as well as other graduates, have done in the field.
I believe the easiest way to show relevance of the course is to relate it to specific real world job situations. For example, the need to be able to communicate effectively in writing. Even though most students in today's technological world would rather email or text, reports are still needed in today's work environment. These reports may be for status updates, for justification for money on a project, or for sales or marketing to a client.
I would instruct them how to do the procedures and explain that they are the first things looked at by the physician when seeing a patient. How the physician counts on them being done correctly and can be a part of his diagnsis for that patient. To make sure the student is doing the procedure correctly and attentively can help the student be proud of themselves.
In the past I have taught courses like Sociology and Political Science to students that were majoring in a science area. It is important to show how these other disciplines help us to understand others and how politics can affect any field.
So the old liberal arts argument that one's mind is broadened through learning about these other fields applies. But concrete examples of how this will help their careers is more effective in getting this point across.
In dealing with adults it is imperative that you show relevancy to the material you are covering. Most adults are not in class for general learning.
We are proprietory in our mission and material and they want to learn what is necessary for the job market they are pursuing. We are suppose to be helping them get a "leg up" or a " head start" on the education they will be taking to the work force. They are suppose to be more employable because of the education they are pursuing with the school. You need to show them why they made a good choice in coming to our institution.
They need to see the WIIFM principle applied. What's in it for ME. NOW! I am paying the money for your experience and the textual content, and am putting the effort into this course and I want to collect information and a useful education that will help me in my selected field.
I expect, you the facilitator, to take your experience, make the course interesting, show me how it will in fact be of help to me and why.
Examples are a prime way of showing relevancy:
Guest Speakers in the field
Former Students that have found employment
Field Trips to enhance practical knowledge
Outside Research on corporations of interest
DVD's on the industry
Current Events from the Media - News Papers, Trade Journals, Magazines
Having them do presentations in class on the subject matter to develop speaking skills.
They have to remember that education alone will not do it. They have to sell themselves and show the employer that have something more than the previous or next guy/gal.
Suggest outside activities such as Toast Master's
or a Debate Club or a JoB Coach with the State Employemnt Agency.
They need to be constantly researching the field they are pursing and bringing in articles of interest from the media. All types.
You, the class facilitator need to be doing the same thing. You need to be a coach and guide, bringing in material from your experience and contacts and sharing it with the students.
Found research and disucssion groups within the class and have them present the course material to each other and evaluate the presentations among themselves and then you add your input.
Use the references that are usually found in the text to add research. Many have lists of research mateiral and sources in the back.
Pull out all stops for the 12 week period and find ways to relate the textual material to the job market or industries that are being covered by the material.
Have the class participate in preparing a list of job or careers that can use the textual and academic material you are currently studying. In one of our classes we have come up with about 50 or 55 jobs that relate or can use the courses taught in the investigative field. Look for opportunties in ancillary fields of employment.
Students have to realize they have a good deal of work to do, on their own, to develop their presentation skills while collecting material that ties into the class disucssion and material being studied for the quarter/semester.
This is not a solo operation where the facilitator just lectures or reads from the text and carries the whole class. The class has to carry itself and deveop a bond and support for their own benefit.
Obviously, you as the leader of the class have to be prepared and constantly updating yourself with relevant material for the class, job market, and contacts in the field. Something new each class period and something practical and relevant that the students can get a hold of both mentally and physically. The excitment of the class leader, you, is contagious and stimulating. You need to pump yourself and them up for each class meeting.
Larry Bignall
Cleveland
Hi Melody,
Students absolutely love it whenever practical stories are shared. Practical stories keep the content exciting.
Patricia
I have paid particular attention to comments from former students as to the relevance of my course to later courses that they need to take. I share these comments with current students. Although a course may not be a prerequisite for another course, certain information in the course may be crucial to understanding some difficult topics in later courses.
I usually do this by giving examples of how case studies used in the class fit into real world scenarios. We discuss them in depth and they usually come to the realization that everything that they are doing really does play a part.
Hello all,
I employ several methods to show relevancy of material to students. I like to talk about the grading and feedback element of the course. I notice so many students drift into the scoring side of it versus the value of learning (worrying more about extra credit points and opportunities versus understanding the application of the concepts). I like to stress the personal satisfaction of them completing the assignments and looking at feedback as a measure of progress versus a GPA.
Reginald
Relevancy can be demonstrated by sharing "real life application" industry stories. These examples serve to inspire students as they imagine utilizing course content and information in their future career.
Hi Sara,
Super way to show relevancy! You really make things real for your students.
Patricia
Hi Paul,
You must be the perfect instructor. You were exactly where they are. You can really reach these students because you sat where they are now sitting. Share your great practical stories as well as your student stories to promote course relevancy.
Patricia
Hi Don,
You're right! They want to hear it all, including the horror stories, and we should share at all levels, as you do.
Patricia
Hi Brian,
When students understand how the class pertains to their career, they show excitement and interest.
Patricia
As a former student of the same college I now teach at, I show my students the relevancy of course content by impressing upon them that I had similar questions as they do now. Now that I have experience in the field, I realize why certain ideas and concepts are important. Once I make a connection from the student world to the professional world, it usually makes sense for them. I also work in my field as well as teach, which makes it easier to relate relevancy of the subject at hand to the current working environment.
You also have to be a good communicator as an instructor! They will learn by that example. If you do not communicate with your students (i.e. replying to e-mails, grading and returning homework promptly) you will lose their interest in you and the course.
A guest speaker can also bring more credibility to you as an instructor. I think the more credible the instructor, the more interest the student has.
I show the students the relevancy of the course content by bringing in real life examples. Since I work full time in the field I teach I can bring examples right from my job. Many of my examples are personal experiences and stories. I also have internet sites I use to bring the job into the classroom. One technique I really enjoy is role playing. I break the students into groups and assign roles and have them research their roles. They then present their roles in front of the class. If I want to test their understanding of a concept I have them prepare a brochure that would be presentable to a person that has no knowledge of the subject matter.
Hi Joy,
Super response! I concur! Personal experience stories are the best! Students enjoy hearing them, they remember them, and most of all they learn from them.
Patricia
I show relevancy in my courses by relating the course objective to the students’ future careers. I back this up with how I used this knowledge or skill on the job.
For example how do to determine whether a cost is an asset or an expense for the period. The characteristic of each are discussed. Then I break the class into groups and give each group a list of cost and have them decide how to classify each cost. The groups discuss their list with the class. At the end, I disclosed how the company I worked for classified each and why.
