Date of this Version
Published in Journal of the National Collegiate Honors Council, Fall/Winter 2014, Volume 15, Number 2.
A professor walks into a room full of honors students and begins an activity related to the assigned topic of the day. The probability that most of the students in class will enthusiastically engage is probably zero unless the professor has established the relevance of the material and somehow hooked the students with an intriguing question or example. Many students, even honors students, will view any activity as a hassle unless the professor establishes relevance and creates favorable conditions for engagement. Professors are no different when it comes to learning outcomes assessment. When asked to participate in the process, we see a glass half-empty rather than a glass halffull, so we need to start by examining why and how we might change this teaching attitude.