Kathleen and others: I have had some similar problems as many of the professors here teach very traditional classes. I tend to integrate many teaching approaches into my classes. What has made a difference in my students' perceptions is to explicitly, thoroughly, and continuously explain the purpose of the course and how it relates to what we do in class. I try to do this in all my classes. I also try to make tests congruent with what is done in classes.
I'd also suggest looking at the workload. Could the students be justified in their concerns over the workload? Next time you may want to consider giving mid-semester evaluations to find out what they are thinking earlier so you can work with them better. Best wishes on what sounds like a really neat class! Barrie Bondurant Kathleen Morgan wrote: >> >> Hi Tipsters, >> >> I am in need of some help from some cognitive psychologists and maybe >> some social psychologists (attitude, persuasion, and change folks!) >> For the second time in about 5 years, I have just finished teaching a >> problem-based learning course, in which there was VERY little >> lecturing, and mostly lab and field problem exercises. Throughout >> the course, students and other faculty told me that the course was >> well-loved by students, because of its novel format. Yet once again >> (this happened last time, too), the student evaluations tell a >> totally different story. >> Barrie Bondurant, PhD Ph: 870-698-4217 Assistant Professor of Psychology Fax: 870-698-4622 Lyon College Email: [EMAIL PROTECTED] PO BX 2317 Batesville, AR 72503 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
