One thing I always do to get buy in from my students is to explain not only what's in it for them, but why we are doing it. Whether it's an assignment, an activity, or just a chapter in the textbook I always start by explaining why it is important to have this particular knowledge/experience. When they understand WHY we are doing it, they tend to buy in more and are more motivated for the project.
Hi Kervens,
I like to share classified ads with students that pertain to their chosen feel of study and subject matter to generate buy in from students.
Patricia Scales
Explain your career experiences to validate your role as instructor and share relevant stories to relate to the students' experiences. Also reaffirm student goals following graduation and what motivated them to enroll in school.
I ask the students what do they expect to get out the course. What was their motivation for taking the course and try to show them information provided in the course and how it can be applied to their individual goals in the class.
As a college instructor, it is important to establish a rapport with your students at the beginning of the course. This will create the buy in to make the school year a success.
Hi E.,
This is a great way to get students to buy into the course whenever they understand how the course can benefit them personally/professionally.
Patricia Scales
I don't know why, but I have not had to do this often. This is surprising because I'm a general education instructor. As a result, I haven't developed any grand strategies for dealing with this problem. I just deal with it on a case-by-case basis. I usually explain how the course will specifically help them in their professional (and, somethimes, private) lives.
Hi Kelly,
When students understand how the course is applicable to their career they buy into the course.
Patricia Scales
Give them real life experiences on how you can apply it in a career or example on how yourself has applied it.
Hi Deb,
Excellent informationa to share with students to get them to buy into the course. I let my students know on Day 1 early into the period "WHY" they are taking the class and the benefits of it.
Patricia Scales
I like to show examples of what can be done with the skills learned in the class. The more these can relate to the students' own aspirations the better.
I always point out "what is in it for them and the advantages associated with the request". People resist change if they do not understand how they will benefit from the change.
Through identification of the material into real-life settings, an appreciation for the validity of the presentation, being excited about the content and being genuinely concerned about them and their success.
Giving them the opportunity to view the validity of the material through interactive processing. This can be highlighted through their involvement with others in and outside of class, discussion of such, with follow through and appropriate assessment. It is felt that not dwelling on past performance level leads to commitment to the current information with potential to enhance knowledge base.
It's important to engage students, especially adult learners, early on so that they can understand the importance of the material and how it is used in the working world. When I present a topic I explain the topic, demostrate the procedures necessary, and ask the students questions which will show their comprehension of the topic.
Additionally I pull on my personal history, stories which will demonstrate the necessity of doing it correctly, often with anecdotes of both successes and failures, which will provide reasons for the students to understand and apply the information.
Hi Cynthia,
I like the variation that you use to get your students to buy into the course. Students want to and need to know how they are going to benefit from a course professionally.
Patricia Scales
I use a large number of case studies and real-life scenarios to engage my students. I will tell stories that show the importance of what they are learning and how they will benefit from this professionally. I also encourage role playing and the "what if" approach to a problem. We discuss, share some laughs, and learn from others' suggestions.
Hi Chandra,
You will be amazed the feedback you get from your students. Our students can really think on their own when they are forced to do so.
Patricia Scales
Hi Ken,
Great response! I like to get buy in from my students by letting them know how they will benefit from the course professionally.
Patricia Scales
I like this idea. The next course I am teaching (for the first time, by the way) is a "one topic" mod on Phlebotomy. This is different from the others which include many systems of the body. I like the idea of seperating them into groups and have them discuss/write what they know about the topic and it's content. I will have new students as well as students who have been in my class for either 5 or 10 weeks. Thank you for sharing your idea. I will try it next week.
