This article discusses student perceptions of those college classes likely to result in high and low classroom motivation. Eight characteristics of classes in which students had high motivation are identified; students ranked enthusiasm, relevance, and organization as being most important. The classroom activity used to gather this information is also described.
CashinW. E. (1979, August). IDEA paper no. I: Motivating students. (Available from the Center for Faculty Evaluation and Development, Kansas State University, Manhattan, KS 66502).
3.
GleasonM. (1986). Better communication in large courses. College Teaching, 34, 20–24.
4.
HannaS. J.McGillL. T. (1985). A nurturing environment and effective teaching. College Teaching, 33, 177–180.
5.
LowmanJ. (1984). Mastering the art of teaching.San Francisco: Jossey-Bass.
6.
WatsonD. L.StockertN. A. (1987). Ensuring teaching and learning effectiveness. Thought and Action, 3(2), 91–104.
