I think the key is to help these students realize real life relevance to the work world and the impact they can make. Some strategies may include: bringing in a guest speaker in the field or a recent graduate that has been successful and motivated; perhaps incorporate office (work) visitations; role play activities; volunteer service in the field of study; maintain an open communication that fosters accessibility to render help and counseling so that they, the student can accomplish their studies with pride and look forward to an exciting and challenging career.
I try to relate relevance of course work to real life careers/jobs and I do that by giving examples during lectures of how that will tie into their careers and why it is relevant for them to retain this information.
I use the students'experiences as patients to get their attention. This then demonstrates to them that they are not without any knowledge of the subject just need the technical side of why or what is being done.
Hi Blossie,
Nicely stated! You are right on point about gaining buy in from students. Continue to get your students to see the big picture.
Patricia Scales
Hi William,
Great questions to pose, and I especially like how you make a personal story applicable to the course content.
Patricia Scales
I begin every new class in the first session with a personal story about what I have gained personally/professionally from the course material to be studied. This gives the students a framework to consider their own goals for the course. I then invite students to talk about what their personal/professional expectations are about the course material. It's been a good "fire-starter" for students who are a bit more reserved.
I generally "stoke the fire" by telling a personal story about how this course content has helped me in my career. This seems to help establish credibility and trust, as well as giving students an example of how to tell their own stories. I then ask them to share simply, "What do you expect to get from this course?"
I encourage students to buy into the course by explaining how the information in the classes will help them in future courses. Having learned the material will decrease the time demands of the next class as the next class will build upon this one. Also, the information will help them as they progress in their profession. Being able to demonstrate a good grasp and retention of information provided in the course will increase their chances of getting the positions they desire.
I present situations to help students to realize they do have control of their destiny in the course. In some courses,I present contracts for certain grades. They may receive a designated number of points added to a test grade if they complete certain tasks. The work is designed to improve their knowledge in a specific area. As the activity is generally presented to the class, this helps the class to learn as well.
Hi Liah,
I typically like to express with my students how the course is going to help them in their career to gain buy in from the students.
Patricia Scales
By taking a moment to ask assessment questions about topics being touched: By doing so I feel you're being sure that the student is having a fun/good time learning (with a positive response, where the student seems engage and responsive in a reflective manner- this prove that the student is buying into the course.
Or if a student seem glazed over with information overload I may ask them are there any questions or clarification need: making sure that the topic at hand is clear prior to moving on. And also noting that all student are up to speed with the topic.
I explain that everything we discuss/go over is ultimately going to be used by them in their field. This equates to them establishing themselves as confident, competant employees, which will eventually come back to them as increasing their earning potential.
Hi Jered,
Actually I love your approach! I would not change it. This is simply the truth and can be very motivating and inspiring. You give your students several reasons off the bat as to whey they have already bought into the course.
Patricia Scales
Hi Myrna,
Super! These are great activities to get students to realize how the course relates to the real world.
Patricia Scales
Primarily, I remind them that their simple adult choice to be in this program speaks to the fact that they have bought in. They are already starting their career by attending this class and this class satisfies needed requirements and fundamental knowledge that will make them competent and confident--that's why they're paying for the program, why they made the choice to attend, and why they should ready themselves to engage the material. When teaching A&P, a subject my students often express anxiety over, I remind them that they have already created the perfect motivator to work through that anxiety--they are paying for the course, they are putting in the class time, they know this knowledge leads to their license and ability to practice, and they have the faculty support at this time; when is it a better time than this present course to set aside the time it will take to study and succeed?
I suppose I try to get them to buy in by showing them how much they already do want to master this information to accomplish the goal that lead them into this course in the first place. It's a circular logic, but one built on the student's confidence in themselves that lead them to be brave enough to enroll in the first place.
How would you all suggest I diversify my approach?
I give as many examples as I can of my course's relevance to their career. Once students realize the importance of this information to their future job, they are interested and ready for engagement!
I utilize multiple types of activities to engage students. These activities can include case scenarios, role playing, debates, and lab practical activities.
I teach in a program where students will be required to treat patients when they graduate and are licensed. I frequently use patient examples to highlight the relevancy of the course content to patient care.
I engage them on day one in regards to the real-life application of the content and continue this each time we meet. I will bring in examples, or make up "fake" items (nursing course, so fake vomit, sputum, urine, etc.) and engage in discussion regarding the why behind the item.
I get them involved in examples of the real items. I explain this is the time to try it out, get comfortable and make errors along the way.
Hi Dawn,
I like it! When learning is applicable to the real world, most students have a genuine interest in learning the material.
Patricia Scales
