Getting Value From Your Course

Top Ten Hints for Getting Value from Your Course

Not long ago I was asked to give a presentation to
prospective participants in our Certificate programs. The talk was to include hints on how to get the most out of a course. While these ideas may not apply to all courses, they do apply to mine. Take a minute to consider the following points. Then, if you are still up for a course, then make a decision to be there.

  1. Being There

    What do I mean? – Plan to come, participate, interact, ponder  – do the reading and the assignments – and take something of value away from the experience.

  2. What’s the Course About?

    Read the course description – and ask yourself, 
    “Why do I want to know about this?” 
    If this is a required course for you, then you might ask, “Why is this course part of my program?”

    When we get together for the first session of the course, I will review the course objectives. If you have any questions on why the course is relevant to you, then you should ask – during that first session.

  3. What Should I Already Know?

    In the course descriptions there are stated prerequisites. The courses are designed around the shared understanding that people coming into the classroom have the appropriate background. We will not  take time in the classroom to cover that prerequisite material again, although you can expect me to refer to it  frequently while laying the  groundwork for related concepts.

  4. What Should I Already Have?

    If you will need to use specific software or access to the internet – look for these in the description of technical prerequisites in the course descriptions. The courses are designed with the expectation that you be suitably equipped before coming to the class. (If you are taking a programming course, you will probably need to get a licence for that language or system ahead of time  –  for example: This is required for Visual Basic or Visual Studio .NET)

    For most my courses, you will not need to bring much with you – a pen, some paper and a floppy or zip disk if you want to keep a copy of your class work. (brings snacks if you are hypoglycemic)

  5. Arrive Early?

    No one has time to waste – but arriving a couple of minutes early gives your a mind a chance to catch up with your body so you can be relaxed and focused. This will let you size up the environment – and to make adjustments (make sure you can see, that the seat, monitor and mouse settings are adjusted appropriately).

    Starting in the Fall of 2002 no one will be admitted after a class has commenced. This is to respect the commitment of the majority of students who are ready when the class is scheduled to begin.

  6. Why Ask Questions?

    Perhaps the best (and often the most challenging to answer) – are the “Why?” questions. These are also the most fun to explore in the classroom. If you have a different kind of question – ask that one too! Having the opportunity to discuss things in a learning
    environment is one of the best reasons to attend a learning experience. Make the most of it.

  7. What are the Time Commitments?

    The time we will have in the class/lab setting is relatively short (typically 6-21 hours for any one course). Plan to spend at invest that much time again outside the classroom on personal study and assignments. 
    (For a 6 hour course, plan on working at least another 6 hours on your own to get the maximum value from the experience).
    For courses that span several weeks, plan to devote three to five hours to preparation each week.

    If you don’t have the time for this commitment – then take the course when you do.

  8. How do I Prepare? (Research / Background Material)

    In my courses, I focus on activities and discussions that convey value in a face-to-face setting. I also provide references to material that you can access outside the class. Plan to commit the same amount of time for preparation as you do to attending each course session to explore these resources.

  9. What About Assignments?

    Most of the courses involve some form of evaluation instrument (assignment or test). This will likely require a commitment of 50-100% of the time you spend in the classroom with me. For example – for a 6 hour course, plan to invest up to another 3-6 hours on your assignment. This will be due within a week of the end of the course.

  10. Why Have Assignments?

    [Well aside from satisfying some need to prove that ‘you were there‘, ]
    Doing the assignment

    • Will help you to consolidate and apply the concepts from the course.
    • Is actually a part of the learning process.

    Moreover, applying what you have learned in the classroom within a week of the last session will have a tremendous impact on what you actually retain over time