Title

Wake Up! Your PDQ is Due!

Authors

Lori Woeste, Illinois State University
Beverly Barham, Illinois State University

Document Type

Article

SoTL Category

Course/Classroom Design and Considerations

Publication Date

2008

Abstract

Student engagement in the classroom can often be an elusive goal. We as faculty in a four-year university-based clinical laboratory science program were noticing a trend of more students coming to class unprepared. In an effort to increase student engagement in two different pre-professional practice clinical laboratory science (CLS) courses, the pre-discussion quiz (PDQ) was implemented as a curricular component for enhancing student engagement. This was done as an active learning strategy to motivate students to read the material and respond to a series of questions in preparation for discussion before they came to class. A review of educational literature suggests intrinsically motivated learning enhances the learning process. It is suggested this intrinsic motivation is linked to such factors as the perception of personal control, self-efficacy, and the perception of relevance.1 These instructional strategies should give the learner some control over sequence of instruction and pace,2 and some even believe they should not be optional.3 The use of incentive-based preparation exercises has been found to significantly improve student engagement and provide an effective means of assessment.4

Comments

This article was published in American Society for Clinical Laboratory Science. Vol. 21, Number 1. (2008). DOI: https://doi.org/10.29074/ascls.21.1.12

Recommended Citation

Woeste, Lori and Barham, Beverly, "Wake Up! Your PDQ is Due!" (2008). Scholarship of Teaching and Learning Publications. 1.
https://ir.library.illinoisstate.edu/sotlpubs/1