Learning for the Sake of Learning, not for the Grade

It may be argued that college students tend to focus efforts primarily on a course’s final grade outcome rather than learning course objectives. They may also feel entitled to good grades, given the wide-spread acceptance of the consumer-based model of Western higher education, which Potts (2005) blames for student dishonesty and the interpretation of grades as the only means of success. Behavioral, psychological, socio-cultural, and holistic perspectives of engagement were suggested by Kahu (2013), with each tied into feedback from the professor. This session will examine these approaches and others in the quest to encourage learning for the sake of learning instead of the final grade.