Social Proof - When a student/co-worker/partner sees someone else asking questions they are more likely to engage. Especially when they get outside of a feedback loop and "feel" they are being heard.
When any relationship gets caught up in individual indentity (like "Good Student"), they need to be repositioned to see their own perception within the framework of whatever "gain" they receive by engaging. If the student, etc sees themselves as outside of the system, they misalign what outcome we need from them.
*I like the "begging" option. It basic reciprocity, you're asking your students to maximize the utility of your time by adding value with their presence. The function is the coordination payoff. Love it!
Personally i am trying to find the right balance. I feel the classes i teach are easy enough they wouldn't need it, but im biased. I have not experimented yet plan to do so this fall.
I’ve found myself spending less and less time covering course content during class time and instead sharing insights and advice from working in industry that traditionally were learned through slow, and often painful, trial and error. Often, this often leads to an organic discussion led by the students that covers realities of applied work and how to find their first job in the field — nearly all of which include specifics I never would have thought to include in a prepared lecture. FWIW, I do think it’s easier for me to facilitate this as an adjunct who teaches part time while still working professionally in my field.
I should also mention that my courses have all their content online, with plenty of vetted recommend resources for further study. The change in my lecture has been driven largely by the needs of my students, who I have found can often “teach themselves” the basic content from the resources provided. This has opened more class time for informal discussions and deeper dives on any specific content the class found difficult or confusing.
I have made a similar shift. So I understand what you mean. I would summarize the shift as moving from “what is it” to “how it’s done”. Like you said, this requires out of academia experience to bring into the classroom.
Social Proof - When a student/co-worker/partner sees someone else asking questions they are more likely to engage. Especially when they get outside of a feedback loop and "feel" they are being heard.
When any relationship gets caught up in individual indentity (like "Good Student"), they need to be repositioned to see their own perception within the framework of whatever "gain" they receive by engaging. If the student, etc sees themselves as outside of the system, they misalign what outcome we need from them.
*I like the "begging" option. It basic reciprocity, you're asking your students to maximize the utility of your time by adding value with their presence. The function is the coordination payoff. Love it!
Personally i am trying to find the right balance. I feel the classes i teach are easy enough they wouldn't need it, but im biased. I have not experimented yet plan to do so this fall.
This was great Dr A!
I’ve found myself spending less and less time covering course content during class time and instead sharing insights and advice from working in industry that traditionally were learned through slow, and often painful, trial and error. Often, this often leads to an organic discussion led by the students that covers realities of applied work and how to find their first job in the field — nearly all of which include specifics I never would have thought to include in a prepared lecture. FWIW, I do think it’s easier for me to facilitate this as an adjunct who teaches part time while still working professionally in my field.
I should also mention that my courses have all their content online, with plenty of vetted recommend resources for further study. The change in my lecture has been driven largely by the needs of my students, who I have found can often “teach themselves” the basic content from the resources provided. This has opened more class time for informal discussions and deeper dives on any specific content the class found difficult or confusing.
I have made a similar shift. So I understand what you mean. I would summarize the shift as moving from “what is it” to “how it’s done”. Like you said, this requires out of academia experience to bring into the classroom.