Abstract
Student preparation for class is an integral part of the college learning experience. In order to incentivize student preparation outside class, professors have employed such techniques as reflection papers, quizzes, and group discussion, to name but a few. This article explores the benefits of using a technique known as “course preparation assignments” (CPAs; Yamane Citation2006). We argue that this instructional tool provides opportunities for significant guided learning beyond the classroom through low-stakes writing assignments that emphasize critical thinking and analysis of assigned primary or secondary source materials. We theorize the three causal mechanisms for CPA success are (1) forced engagement with the material, (2) guidance to engage with difficult texts, and (3) practice using higher order cognitive skills. Based upon multiple student surveys, we find strong evidence that CPAs foster active learning in discussion-based courses by increasing the time students spend preparing for class and by providing students with a heightened sense of preparedness for classroom discussion and activities.
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Notes
Note. This table references Bloom (Citation1956).
Note: N = 97; t test = −3.18; Degrees of Freedom = 93; p value = .00.
Note: N = 96; t test = −2.48; Degrees of Freedom = 94; p value = .02.
Note: N = 96; t test = −2.48; Degrees of Freedom = 94; p value = .02.
Note: Ordinary Least Squares regression.
Note: Ordinary Least Squares regression.
The National Survey of Student Engagement surveyed 237,000 freshman and seniors at 528 four-year colleges and universities in 2005.
These articles include John P. Roche, “The Founding Fathers: A Reform Caucus in Action,” American Political Science Review vol. 55, no. 4 (December 1961): 799–816; Rogers M. Smith, “Beyond Tocqueville, Myrdal, and Hartz: The Multiple Traditions of America,” American Political Science Review vol. 87, no. 3 (September): 549–566; and Larry M. Bartels and Christopher H. Achen, “Blind Retrospection: Electoral Responses to Droughts, Flu, and Shark Attacks,” paper presented at the Annual Meeting of the American Political Science Association, Boston, September 2002.