Disengaged Students in General Education
I teach general education courses which are vital components of the students' well-rounded education. Unfortunately, the students don't see it that way. The problem students that I have are generally the ones who don't see the value of these general education courses and how they are beneficial to their overall careers. They come to class only because it is required and put in the minimal amount of effort to pass the class. The challenge is making the material relevant to these students. In order to engage these students, I try to incorporate their specific career interests and programs into the general education material (i.e. a mock trial for paralegal students that demonstrates the structure for writing an essay).
Hi Kathleen,
It works. I have my students write down their goals on Day 1, and we revisit these goals weekly to keep them focused.
Patricia
I am going to try this with my next class. My class is one of the last classes which the students take and they often find it difficult, and do not put the time into the class that is needed to master the information. By re-addressing their initial goals, I hope to motivate them to spend the time and energy needed to succeed in the class.
Hi Kathleen,
I concur. Let the students come up with a list as to why they think they should take the course and discuss those findings along with your perspective.
Patricia
I like this idea. The students often seem to think Gen Ed courses are "punishment" or for the instructor's benifit. I try to relate the topic back to their chosen field, making it real and useful, but these links which seems so obvious to me often are not accepted as "real" by the students. It is just more of me talking. If the ideas came from the students themselves, they may make the connection and actually believe it.
Hi Carolyn,
I certainly see your point. Continue to try to be as creative as possible so that these students get the importance of taking general education courses. Instructors have had students compile a list in class to determine why they are taking the courses, and they really come up with some great reasons. As a class the list is discussed, and many students then see and understand the benefits of taking general education courses coming from the peers.
Patricia
I teach a Gen Ed course too, and the main criticism I get is "this class makes me think too much. Doesn't she understand this is a GENERAL EDUCATION course!" I found that group activities that encourage the class to come together to work on a common goal helps them to invest more in the class. For instance, the first day of class I ask the students to come up with 1) class rules and 2) a class goal. These are written on a large posterboard and posted on the wall every class. Students reported that they really liked this activity because it was a present reminder and something to work towards.
