Developmental aspects in students' course selection

Types of information provided in a Student Course Guide to assist in course selection (CS) were content-analyzed. College courses (N = 215) were coded on 9 variables-instructor and course characteristics, subject matter descriptors, and a criticism dimension-and were correlated with postcourse student ratings of teaching (SRT). Analyses for course levels revealed a developmental trend, shifting from instructor humor and expressive style to learning value variables as predictors of SRT: (a) In 100-level courses, SRTs were predicted from course guide descriptions of instructor's humor. (b) In 200-level courses, SRTs were predicted by instructor's personality and expressive style. (c) In 300-level courses, lack of criticism was the major predictor, followed by interesting course and instructor's humor. (d) At 400-level courses, only academic types of CS information predicted SRTs-interesting readings, interesting course, and instructor's knowledge and expertise.

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