![]() ![]() ![]() Write a letter detailing their own development in the course and what they have learned.In addition to a final paper or presentation and comprehensive exam items, students can: These techniques allow you to focus on what was learned throughout the course. Most faculty who use a parting-way report that the few minutes of new course content they “lose” is more than made up for by the summary over the lifespan of the course or by the good feelings engendered by thanking the class for their hard work and in some way winding down a semester long experience. However, all classes are a special form of a group, and emphasizing, even if for a few minutes, the task of adjourning needs attention. Most often it was faculty teaching group dynamics or group psychology who used closure techniques. When we presented this topic at the 2001 National Institute on the Teaching of Psychology (NITOP), many professors indicated they thought that these were wonderful ideas, but they were not using them. Before students truly feel ready to leave the class and move on to other classes or graduation, they should feel like the course has been completed. Create the feeling that the class has come to a culmination and it is time to move on.Ĭlinical practitioners, i.e., counselors and therapists, understand the importance of closure from an emotional and psychological standpoint.Completing your class should be seen as something worthwhile and important. In one sense an activity can put closure on the class from an academic or learning based perspective. Contribute to a sense of accomplishment.If a classroom community has been established, then time needs to be dedicated to end the class. After all, you have spent a lot of time together. Provide an opportunity for faculty and students to say good-bye.Just as with a memorable trip, people enjoy having something to remember important events in their life. Give students some memento from the course experience.Most textbook chapters provide a summary at the end of each chapter, instructors should think of a way to provide a summary to the class. Summarize the course material or act as a review of the course goals and objectives and what students have learned, or the course’s most important ideas.Parting-ways can serve many purposes depending on the specific dynamics of the course, the goals of the instructor, and time available. But faculty can overcome these obstacles, and we hope to provide a least one way to end the class that is useful for each reader. The lack of class-ending activities is due to a number of factors including time constraints, attempts to complete as much course material as possible (Pescosolido & Aminzade, 1999), being unaware of useful techniques, or feeling uncomfortable saying good-bye (Wagenheim, 1994). We also surveyed students at the same institutions: 90 percent reported that they would appreciate more closure on their courses. Some faculty did more: approximately 42 percent reported that they took the time to say good-bye to their students, and 30 percent responded that they tried to leave their students with some final “words of wisdom”. Our recent survey of college faculty from a variety of disciplines at two different institutions demonstrated that faculty members typically end their courses with final projects, papers, and review sessions. Many faculty members do not typically use parting-ways (Eggleston & Smith, 2001). Increases the connection between faculty and students by recognizing the importance of taking time to say good-bye.Stimulates interest in the topic area and possibly major.Wraps up the class in ways that add to students’ entire semester-long experience and sense of accomplishment.Acts as an opportune time to summarize central ideas and review content.Provides emotional and psychological closure to the classroom thereby reducing awkwardness.Much less attention has been given to the equally important task of providing closure at the end of a course or seminar.Īfter a great deal of time developing a sense of comfort and community in the classroom, ignoring class endings seems awkward and abrupt to both students and faculty. ![]() In many teaching books (e.g., McKeachie, 1999) there is an entire chapter devoted to getting started and what to do on the first day of a course such as breaking the ice, introducing the teacher and textbook, and allowing time for questions. ![]() Much emphasis has been placed on the use of activities at the begin-ning of a course to provide opportunities for introductions, begin to create a comfortable classroom atmosphere to encourage discussion and learning, or develop a sense of community and group identity. ![]()
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