Integrating big questions with real‐world applications: Gradual redesign in philosophy and art history

Rose, Marice; Torosyan, Roben

doi:10.1002/tl.365

Cited by 4 publications

(1 citation statement)

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“…The ultimate goal of this project is to increase the relevancy of course assignments in a large multi-section introductory communication course in order to improve perceptions of course relevance, motivation for participating in the class, course satisfaction, and perceptions of learning. We acknowledge that a major goal of course redesign efforts is to improve actual student learning; however, there are other measurable and incremental benefits to course redesigns, including increasing student enrollment and engagement (Lo & Prohaska, 2011;Squires, Faulkner & Hite, 2009); creating stronger links between theory and practice (Hammerness & Darling-Hammond, 2002) and teaching students to value course content and its connection to real life (Rose & Torosyan, 2009). In this project, we focus on student perceptions and motivation and argue that seeking to improve these affective and motivational domains is an equally valuable endeavor.…”

Section: Improving Student Perceptions and Motivationmentioning

confidence: 99%

The effect of relevance strategies on student perceptions of introductory courses

Fedesco

Kentner

Natt

2017

Communication Education

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The purpose of this study was to test whether increasing the relevancy of course assignments in a large multi-section introductory public speaking course would lead to improvements in student perceptions of course outcomes. Survey responses from 1,878 students were analyzed to test whether differences exist between students enrolled in classes held during the Spring 2015 semester and those enrolled in classes held in Fall 2015 during which the more relevant course assignments were incorporated. Results reveal that increasing the relevancy of assignments is associated with greater perceived course relevance, motivation for participating in the class, and perceptions of learning. This course redesign demonstrates that simply altering course assignments can positively impact student perceptions and motivation for participating in the class in multi-section introductory courses.

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Section: Improving Student Perceptions and Motivationmentioning

confidence: 99%