Designing Course Policy Statements That Optimize Beliefs and Maximize Motivation in the TBL Classroom
Date & Time
Friday, March 5, 2021, 11:30 AM - 1:30 PM
Karla Kubitz

Research has shown that thoughtful syllabus design (i.e., including the use of visuals, engaging students' egos, meeting the students' need for autonomy, and increasing learner centeredness) increases student interest in our classes and positively impacts motivation for learning.  Ajzen and Fishbein (1980)'s theory of planned behavior offers additional strategies for thoughtful syllabus design and increased interest/ motivation.  The theory of planned behavior focuses on three beliefs, including behavioral beliefs, normative beliefs, and control beliefs and says that optimizing these beliefs improves attitude, subjective norm, perceived behavioral control, intention, and behavior.  Given the potentially beneficial impact on intention and behavior in the classroom, TBL course policy statements should ideally support the development of optimal behavioral beliefs, normative beliefs, and control beliefs for all of our diverse learners.  The Designing Course Policy Statements workshop will be conducted using a TBL format. Attendees will be provided with a pre-workshop reading assignment related to the theory of planned behavior and the workshop will begin with an individual and a team Readiness Assurance Test. The workshop will continue with several Application Activities.  Application Activities will challenge teams to: (a) classify exemplar TBL course policy statements according to whether they focus on behavioral beliefs, normative beliefs, or control beliefs; and (b) to decide whether exemplar TBL course policy statements are likely to optimize behavioral beliefs, normative beliefs, and control beliefs. Upon completion of the Workshop, attendees should be able to transfer what they learned and evaluate/ redesign their own course policy statements.  

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