By: Maryellen Weimer, PhD
Most college faculty are terribly well-intentioned. We care about student success. The material in our courses is important; we want students to learn it. And so, we go out of our way, bend over backwards, and give students everything they need to do well in the course. If it looks like our students don’t know what or how to study for the exam, we respond with carefully prepared, detailed study guides and long lists of study questions for every chapter.
But here’s the question: Who stands to benefit the most from the preparation of study guide material? The teacher who knows the material and knows how to make a good study guide? Or students who must interact with the material in order to make a useful guide and who need to learn how to organize content in ways that expedite learning?
We’d serve our students better by contributing to the process, rather than doing the work they should be doing. We can prepare a set of guidelines that delineate the features of useful study guides and let them pull it all together. We can facilitate an in-class or online discussion during which students identify the features they’d find most helpful. We can share some good and not-so-good examples of study guide material.