Crossing the line: Building value with 1-credit experiential courses

Abstract

The 3-credit course model provides faculty the time to cover content breadth or specialization. This model focuses on drawing students based on content, commonly majors. Interested outside majors might not think they have the prerequisite knowledge to succeed hindering the student’s ability to learn and other students’ ability to gain diverse perspectives. This research examines 1-credit experiential classes that helps recruit students for both the content and method of delivery. Such courses use a range of pedagogical approaches that provide a more engaging experience than the traditional classroom. The 1-credit model that focuses on method of delivery reduces the content burden and barrier to entry for outside majors. These courses can also help general retention trends as students earn credit for more engaging courses. This paper uses student surveys in a topically similar 3-credit and 1-credit course to better understand the positive impact of 1-credit courses.