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U N I V E R S I T Y O F P I T T S B U R G H |
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Volume X, Number 2 |
November
2004 |
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U N I V E R S I T Y O F P I T T S B U R G H |
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Volume X, Number 2 |
November
2004 |
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Marla Ripoll, EconomicsIt is important for knowledge to be meaningful to me, the teacher, as well as to the students. I pose questions designed to clearly connect concepts discussed in class with real-world examples.
One of the most effective techniques for faculty to engage students is to devote some time reflecting about why they are engaged with the subjects they teach. My own courses include topics such as the unemployment rate, credit constraints, poverty, and per capita income differences across countries; this knowledge I share with my students on these topics is meaningful also to me because I constantly strive to understand the economic difficulties of my native country, Colombia. Clearly, the knowledge we share with our students not only sheds light on the reality outside of the classroom but also helps us more fully understand who we are as teachers. Another method for engaging students is to make this shared knowledge meaningful to them. Ultimately, students will become interested in content that allows them to understand questions that remain fixed in their minds. One way I do this is by providing plenty of opportunities to see the connections between the concepts learned in class and the reality I want students to understand. Consequently, I am forever searching for relevant news clips, historic episodes, or videos on case studies. But before I show any of these, I usually question my students. For instance, I may ask: “What do you know about the extent of poverty in the world today?” I then pose additional questions for them to consider while they watch the video, listen to the tape, or read the news clip. These questions are designed to clearly connect the concepts discussed in class with real-world examples. Finally, I conclude with a brief, general discussion in which they share their answers with their classmates. Another effective technique I use is allowing students some latitude in how they engage with the course material. When they write term papers, give presentations, or even do certain homework assignments, I give them some freedom to select material that interests them. I am always amazed by how the quality of students’ work improves when they do something they have chosen. Similarly, faculty themselves are often better teachers when they choose and design courses they want to teach. When I read student papers or homework assignments after having used
these three techniques, I can perceive their passion for learning; it
becomes clear that their work means something to them. As a result,
I can see who they are—in the same way I can see myself through what
I teach. And that is a wonderful feeling which makes teaching rewarding
to me. | |||||||||||||||||
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A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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