Bridging Students’ Interests

Every class needs a hook: In what ways do you bridge students’ current interests and conception of the disciple compared with the intellectual interests and habits of mind currently in the discipline? (for example, begin with a popular culture connection). Are you aware of the context from which students are approaching the discipline? How does your course take into account students’ diverse cultural backgrounds?

Authentic learning experiences

Provide examples from popular culture and current events showing the importance or relevance of the discipline.

Games

Consider taking advantage of student interest in the career market

  • Bring in working professionals in the field as guest speakers, or arrange a teleconference
  • Create exercises that simulate the type of problem solving done by professionals in the field
  • Orient students to career paths in a way that highlights connections between class material and professional activity in the field

Illustrate, in an interactive way, the connection between class material and everyday experience. For example (in electrical engineering): Go around the room and have every student name a different electronic device they commonly use.

Provide opportunities to engage in perspective taking activities or examine perspectives from multiple viewpoints

Link the course and its objectives to real world examples. If the course is not in the major, it may be difficult for students to understand the relevance of the course to their major. Help students understand how they will utilize the course’s learning experiences in their career.

Identify a club or student organization that students can participate in to learn more about the discipline.

Offer field trips, either in person or online, to work sites. Make sure all students can participate.

Offer extra credit or course credit for participation in co-curricular activities.

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