The effect of relevance strategies on student perceptions of introductory courses

References

• Bacon, D. R. (2016). Reporting actual and perceived student learning in education research. Journal of Marketing Education, 38, 3–6. doi:10.1177/0273475316636732
   Web of Science ®Google Scholar
• Chambliss, D. F., & Takacs, C. G. (2014). How college works. Cambridge, MA: Harvard University Press.
   Google Scholar
• Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. doi:10.1207/s15327965pli1104_01
   Web of Science ®Google Scholar
• Denson, N., Loveday, T., & Dalton, H. (2010). Student evaluation of courses: What predicts satisfaction? Higher Education Research & Development, 29, 339–356. doi:10.1080/07294360903394466
   Web of Science ®Google Scholar
• Felder, R. M., & Brent, R. (1996). Navigating the bumpy road to student-centered instruction. College Teaching, 44, 43–47. doi:10.1080/87567555.1996.9933425
   Google Scholar
• Filak, V. F., & Sheldon, K. M. (2008). Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: Testing a sequential path model. Educational Psychology, 28, 711–724. doi:10.1080/01443410802337794
   Web of Science ®Google Scholar
• Finney, S., & Pyke, J. (2008). Content relevance in case-study teaching: The alumni connection and its effect on student motivation. Journal of Education for Business, 83, 251–258. doi:10.3200/JOEB.83.5.251-258
   Google Scholar
• Forte, A., & Guzdial, M. (2004, January). Computers for communication, not calculation: Media as a motivation and context for learning. Paper presented at the Hawaii international conference on system sciences, Big Island, HI.
   Google Scholar
• Forte, A., & Guzdial, M. (2005). Motivation and nonmajors in computer science: Identifying discrete audiences for introductory courses. IEEE Transactions on Education, 48, 248–253. doi:10.1109/TE.2004.842924
   Web of Science ®Google Scholar
• Frymier, A. B., & Shulman, G. M. (1995). “What’s in it for me?”: Increasing content relevance to enhance students’ motivation. Communication Education, 44, 40–50. doi:10.1080/03634529509378996
   Web of Science ®Google Scholar
• Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assignment of situational intrinsic and extrinsic motivation: The situational motivation scale (SIMS). Motivation and Emotion, 24, 175–213. doi:10.1023/a:1005614228250
   Web of Science ®Google Scholar
• Hammerness, K., & Darling-Hammond, L. (2002). Meeting old challenges and new demands: The redesign of the Stanford teacher education program. Issues in Teacher Education, 11, 17–30.
   Google Scholar
• IMPACT Management Team and IMPACT Assignment Team. (2015). Annual IMPACT Report 2015: A report by the IMPACT Data Collection and Analysis Team, Parts 1 and 2. IMPACT Reports, 6. Retrieved from http://docs.lib.purdue.edu/impactreps/6.
   Google Scholar
• Isen, A. M., & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29, 295–323. doi:10.1007/s11031-006-9019-8
   Web of Science ®Google Scholar
• Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101, 644–661. doi:10.1037/a0014241
   Web of Science ®Google Scholar
• Kaplan, D. (2004). Courses for nonmajors: Teaching computation to undergraduate scientists. Paper presented at the SIGCSE technical symposium on computer science education, New York.
   Google Scholar
• Keller, J. M. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10, 2–10. doi:10.1007/bf02905780
   Google Scholar
• Kerssen-Griep, J., Trees, A. R., & Hess, J. A. (2008). Attentive facework during instructional feedback: Key to perceiving mentorship and an optimal learning environment. Communication Education, 57, 312–332. doi:10.1080/03634520802027347
   Web of Science ®Google Scholar
• Levesque-Bristol, C., Knapp, T. D., & Fisher, B. J. (2010). The effectiveness of service-learning: It’s not always what you think. The Journal of Experiential Education, 33, 208–224. doi:10.5193/jee33.3.208
   Google Scholar
• Levesque-Bristol, C., Zissimopoulos, A., Richards, K., Wang, C., & Yu, S. (2016). Creation and validation of the perceived knowledge transfer scale (PKTS). Manuscript submitted for publication.
   Google Scholar
• Lo, C. C., & Prohaska, A. (2011). Creating an environment conducive to active and collaborative learning: Redesigning introduction to sociology at a large research university. Journal on Excellence in College Teaching, 24, 75–98.
   Google Scholar
• Morreale, S., Worley, D. W., & Hugenberg, L. (2010). The basic communication course at two-and four-year US colleges and universities: Study VIII—The 40th anniversary. Communication Education, 59, 405–430. doi:10.1080/03634521003637124
   Web of Science ®Google Scholar
• Morreale, S. P., Myers, S. A., Backlund, P. M., & Simonds, C. J. (2016). Study IX of the basic communication course at two- and four-year U.S. Colleges and universities: A re-examination of our discipline’s “front porch”. Communication Education, 65, 338–355. doi:10.1080/03634523.2015.1073339
   Web of Science ®Google Scholar
• Neath, I. (1996). How to improve your teaching evaluations without improving your teaching. Psychological Reports, 78, 1363–1372. doi:10.2466/pr0.1996.78.3c.1363
   Web of Science ®Google Scholar
• Newby, T. J. (1991). Classroom motivation: Strategies of first-year teachers. Journal of Educational Psychology, 83, 195. doi:10.1037/0022-0663.83.2.195
   Web of Science ®Google Scholar
• Richardson, J. T., Slater, J. B., & Wilson, J. (2007). The National student survey: Development, findings and implications. Studies in Higher Education, 32, 557–580. doi:10.1080/03075070701573757
   Web of Science ®Google Scholar
• Rose, M., & Torosyan, R. (2009). Integrating big questions with real-world applications: Graduate redesign in philosophy and art history. New Directions for Teaching and Learning, 2009, 61–70. doi:10.1002/tl.365
   Google Scholar
• Roszkowski, M. J., & Soven, M. (2010). Did you learn something useful today? An analysis of how perceived utility relates to perceived learning and their predictiveness of satisfaction with training. Performance Improvement Quarterly, 23, 71–91. doi:10.1002/piq.20082
   Google Scholar
• Salmon, C. T., Smith, S. W., Lee, B., & Miller, V. D. (2005). Exploring assorted beliefs, doubts, and legends regarding quantitative teaching evaluations. Journalism and Mass Communication Educator, 60, 257–271. doi:10.1177/107769580506000305
   Google Scholar
• Sitzmann, T., Ely, K., Brown, K. G., & Bauer, K. N. (2010). Self-assessment of knowledge: A cognitive learning or affective measure? Academy of Management Learning & Education, 9, 169–191. doi:10.5465/amle.2010.51428542
   Web of Science ®Google Scholar
• Squires, J., Faulkner, J., & Hite, C. (2009). Do the math: Course redesign’s impact on learning and scheduling. Community College Journal of Research and Practice, 33, 883–886. doi:10.1080/10668920903149723
   Google Scholar
• Wachtel, H. K. (1998). Student evaluation of college teaching effectiveness: A brief review. Assignment and Evaluation in Higher Education, 23, 191–212. doi:10.1080/0260293980230207
   Google Scholar
• Webster, C. A., Villora, S. G., & Harvey, R. (2012). Physical education teachers’ self-reported communication of content relevance. Physical Educator, 69, 89–103.
   Google Scholar