Get Your Students Hired
It certainly gave me the confidence to somehow break up the little groups the students had somehow formed. I found that they really didn't mind participating with other classmates whom I'm sure they didn't even know their name.
It's not to difficult for me, luckily, since Microbiology is an important aspect in the careers of the health professionals I teach...they have or will be dealing with patients who have some kind of infectious disease.
I talk about some of the "real world" issues that will be discussed, and point out that this course will allow them to better make sense of those issues. These are things like: vaccine safety and compliance, infection control, the rising tide of antibiotic resistant strains of bacteria, (and the issue of overuse and misuse of antibiotics). The pros and cons of genetically modified organisms. But also fun things like food microbiology (fermenting).
One can show students relevanccy by having a guest speaker in their field of study. Students can hear first hand about their chosen career.
I teach nursing in a LVN to RN course. I emphasize that knowing the pathophysiolgy behind the disease or injury will help them to know what has happened, what could go wrong, & how to prevent complications. They will have much more responsibilty as the RN than they ever did as LVNs, so I present case studies, we do SIMS experiences, etc. I also show them the policy & procedure that we use (for each big concept that we're learning) that's in use at the hospital that I work for. This helps them to see what they will actually be doing as an RN & hopefully the rationale.
As an instructor, you can show relevancy by relating what the students are trying to learn to real-life experiences that they have had, or that you, as an instructor, have had.
By relating this material, you have made a connection for them to strive for. If you connect this information to a real-life experience that you have had, they are connecting the dots to what they want their career to look like. The students are engaged in learning that specific task.
This is something to strive for as an instructor in every class.
Students are always wondering if what they're learning will be useful in their careers. They need to know that they aren't wasting their time, and I usually share personal career stories that relate to the class and learning outcomes. Another way I like to show relevancy is to show professional work and pipelines that are used in the field. For example, I played a video for my class showing the process of an animated scene, showing them exactly how professionals go about planning and working on something that they have seen in theaters. This really helped to put things in perspective, not only in terms of relevance, but it also shows them how much work goes into animation on a professional level.
Since I teach all computer classes I facilitate classroom discussion by asking them to brain storm all the ways they can use a computer in their field. This works great because the students realize how important computers are in everyday life and how important it is to really know how to correctly utilize a computer to its fullest potential in their choosen major.
Relevancy ofyour course can be showen to the students by having field trips to companies that apply the knowledge of your course in real life. This will also show to the students, that real people make a living at this career.
Hi Nannette,
Students need to know how what they are learning in the classroom will be applied on the job.
Patricia Scales
I teach massage therapy and to show the relevancy of each course content we begin by discussing how this course ties into the previous courses and how we will be able to utlize this knowledge in a massage and spa setting. We not only use hands on examples but are able to do examples on each other which helps them "see" how each course is relevant to our profession.
Hi David,
I concur! Students enjoy hearing stories as they apply to the course.
Patricia Scales
Hi Tamyra,
When students can see a visual, they have a better understanding of it all.
Patricia Scales
I have been employed in my field for 30 years. I am always referencing the relevancy of the course work to the field. I believe the students have a tendency to remember more of our core knowledge when they hear a story associated with the importance to their potential employment in field
In the dental hygiene course I oversee as a clinical dentist the students often think that cleaning teeth is the same no matter what the situation when they first begin. To try and broaden their definition of cleaning teeth, I will either have guest speakers or power points showing real life dental cleanings in different situations. This helps show the students that a cleaning on a child which usually simply involves a prophy cup and fluoride vastly differs from a true periodontal patient cleaning which requires much more time and skill and often surgical intervention. By doing this quickly in a course, it helps the students begin to differentiate between types of patients and different possibilities within their chose hygiene career
Hi Ellen,
Students love it when you discuss situations that are likely to take place on the job.
Patricia Scales
To show relevancy of the course I like to discuss clinical situations where they might see the topic we are talking about(anatomy and physiolgoy) or where they may hear the words (medical terminology). It seems to help make the information real and helps them remember the information when they have a "face" to the body part or function.
Hi Marie,
When students understand how the course will benefit them in their career, they have a better appreciation for the course.
Patricia Scales
I teach Math to Culinary students. I try to tell them at the beginning of the course that this is one of the most important classes that they will take. That unless they can properly price their menu items, be able to successfully scale their recipes and understand the impact of costing, they will not be successful as a chef and business owner. It's fun to watch the students by the end of the class. The course takes several weeks to "build up" to the real core of the class...the Food Costing form. Once we get there, they finally begin to appreciate all of the methods that they were being taught throughout the previous weeks of the class and are able to see how this form can make or break their business. They finally "GET IT"...this is the real world!
I teach chemistry to non-chemistry majors. Often the students ask me why they need to know this topic. I cannot always answer this question because I do not know where they will use chemistry or chemical principles in their profession (i.e., dental hygiene). I plan to interview some practicing dental hygienists to get a better idea of how this course fits into their profession.
I aklways think it is a good idea to bring in real world experts who have already graduated and are successful. They can share with the class the relevancy of the course to their present success.