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The Solution Down the Hall: How Introductory Courses in American Government Can Engage Students
Unformatted Document Text:  but at four year schools this drops to 34 percent and at research universities to 19 percent. The cells get a bit small, but combining these variable it seems that about 60 percent of adjuncts/instructors and lectures at two year schools are quite anxious to innovate. Table 4 about here Being interested in finding new ways to teach students and having the resources and time to make these adjustments are different issues, of course. We queried respondents about the availability of teacher training assistance from his or her institution. Table 5 reports the results. Overall, the picture seems mixed. While 37 percent of the respondent’s institution host training workshops, just 12 percent provides funds for pedagogical work. Table 5 about here Interestingly, the perceived success of the respondents work in the classroom did not seem to modify their inclination to seek new says to teach the AG course. We asked, “Overall, how satisfied are you that you meet important learning objectives in your AG class?” They were asked to use a 10-point scale, where “1” denoted “not at all satisfied” and “10” implied “very satisfied.” Those respondents who noted responses above the “5” were actually a bit more open to innovation than those who noted a score of less than “5.” For example, some 91 percent of those that noted an “8” on the scale (which suggests they are quite confident that they achieve important learning objectives in the course) were either “very” or “somewhat” interested in innovation. Good teachers, it seems, do not rest with their success. We used an open-ended question to assess the most important learning objective of the AG course” (see Tables 6 and 7). Just under 29 percent noted responses pertaining to the

Authors: Shea, Daniel.
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but at four year schools this drops to 34 percent and at research universities to 19 percent. The
cells get a bit small, but combining these variable it seems that about 60 percent of
adjuncts/instructors and lectures at two year schools are quite anxious to innovate.
Table 4 about here
Being interested in finding new ways to teach students and having the resources and time
to make these adjustments are different issues, of course. We queried respondents about the
availability of teacher training assistance from his or her institution. Table 5 reports the results.
Overall, the picture seems mixed. While 37 percent of the respondent’s institution host training
workshops, just 12 percent provides funds for pedagogical work.
Table 5 about here
Interestingly, the perceived success of the respondents work in the classroom did not
seem to modify their inclination to seek new says to teach the AG course. We asked, “Overall,
how satisfied are you that you meet important learning objectives in your AG class?” They were
asked to use a 10-point scale, where “1” denoted “not at all satisfied” and “10” implied “very
satisfied.” Those respondents who noted responses above the “5” were actually a bit more open
to innovation than those who noted a score of less than “5.” For example, some 91 percent of
those that noted an “8” on the scale (which suggests they are quite confident that they achieve
important learning objectives in the course) were either “very” or “somewhat” interested in
innovation. Good teachers, it seems, do not rest with their success.
We used an open-ended question to assess the most important learning objective of the
AG course” (see Tables 6 and 7). Just under 29 percent noted responses pertaining to the


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