Loading…

"Beginners Are Many But Enders Are Few": How to End a Course Well and Why It Matters

The last day of a course is often viewed as awkward, abrupt, and even antithetical to a course's aims. More often than not, prime opportunities for reflection, reinforcement, reconciliation, and closure are typically subsumed to administrative tasks and end-of-course exhaustion. This paper summ...

Full description

Saved in:

Bibliographic Details
Published in:	Schole : a journal of leisure studies and recreation education 2022-09, Vol.37 (3), p.194-200
Main Authors:	Stone, Garrett A., Powell, Gwynn M., McGuire, Francis A.
Format:	Article
Language:	English
Subjects:	Class Activities Critical Thinking End-of-course pedagogy Knowledge Level Learning Activities Leisure Education peak-end rule Program Effectiveness Reflection Relevance (Education) remembering self-experiencing self Review (Reexamination) Skill Development
Citations:	Items that this one cites
Online Access:	Get full text
Tags:	Add Tag No Tags, Be the first to tag this record!

cited_by
cites	cdi_FETCH-LOGICAL-c195t-8615b7401bcf95552c4fe98509fcb3e50727922009d17e7b1f6c1b1bcd9d0f3c3
container_end_page	200
container_issue	3
container_start_page	194
container_title	Schole : a journal of leisure studies and recreation education
container_volume	37
creator	Stone, Garrett A. Powell, Gwynn M. McGuire, Francis A.
description	The last day of a course is often viewed as awkward, abrupt, and even antithetical to a course's aims. More often than not, prime opportunities for reflection, reinforcement, reconciliation, and closure are typically subsumed to administrative tasks and end-of-course exhaustion. This paper summarizes the scant end-of-course literature, reviews the theoretical importance of ending a course well, and highlights a few "tried and true" end-of-course activities. Ending a course well may help students connect the dots, transfer learning, and experience academic and emotional closure, while simultaneously helping faculty refine their teaching and regroup in preparation for future iterations of the course. As leisure and learning experience design experts, leisure scholars are in a prime position to lead out in meaningful end-of-course pedagogy.
doi_str_mv	10.1080/1937156X.2020.1760745
format	article
fullrecord	<record><control><sourceid>eric_cross</sourceid><recordid>TN_cdi_crossref_primary_10_1080_1937156X_2020_1760745</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ1370484</ericid><sourcerecordid>EJ1370484</sourcerecordid><originalsourceid>FETCH-LOGICAL-c195t-8615b7401bcf95552c4fe98509fcb3e50727922009d17e7b1f6c1b1bcd9d0f3c3</originalsourceid><addsrcrecordid>eNp9kNFKwzAUhoMoOKePMAi77zxJmqbxym1sbjLxZjLvQpomWulaSTpG396WOS-9OvCd_zsHfoRGBCYEUrgnkgnCk_cJBdohkYCI-QUaUJLQKAYpLtGgz0R96BrdhPAFwAjEbIC245n9KKrK-oCn3uIXXbV4dmjwosrPbGmP4we8qo-4qXuONZ7XBx8s3tmyxLoju88Wr5vObprOukVXTpfB3v3OIXpbLrbzVbR5fVrPp5vIEMmbKE0Iz0QMJDNOcs6piZ2VKQfpTMYsB0GFpBRA5kRYkRGXGJJ16Vzm4JhhQ8RPd42vQ_DWqW9f7LVvFQHVV6PO1ai-GvVbTeeNTp71hflzFs-ECYjTuNs_nvZF5Wq_18fal7lqdFvW3nldmSIo9v-LH0v_cfU</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>"Beginners Are Many But Enders Are Few": How to End a Course Well and Why It Matters</title><source>Taylor & Francis</source><source>ERIC</source><creator>Stone, Garrett A. ; Powell, Gwynn M. ; McGuire, Francis A.</creator><creatorcontrib>Stone, Garrett A. ; Powell, Gwynn M. ; McGuire, Francis A.</creatorcontrib><description>The last day of a course is often viewed as awkward, abrupt, and even antithetical to a course's aims. More often than not, prime opportunities for reflection, reinforcement, reconciliation, and closure are typically subsumed to administrative tasks and end-of-course exhaustion. This paper summarizes the scant end-of-course literature, reviews the theoretical importance of ending a course well, and highlights a few "tried and true" end-of-course activities. Ending a course well may help students connect the dots, transfer learning, and experience academic and emotional closure, while simultaneously helping faculty refine their teaching and regroup in preparation for future iterations of the course. As leisure and learning experience design experts, leisure scholars are in a prime position to lead out in meaningful end-of-course pedagogy.</description><identifier>ISSN: 1937-156X</identifier><identifier>EISSN: 2162-4097</identifier><identifier>DOI: 10.1080/1937156X.2020.1760745</identifier><language>eng</language><publisher>Routledge</publisher><subject>Class Activities ; Critical Thinking ; End-of-course pedagogy ; Knowledge Level ; Learning Activities ; Leisure Education ; peak-end rule ; Program Effectiveness ; Reflection ; Relevance (Education) ; remembering self-experiencing self ; Review (Reexamination) ; Skill Development</subject><ispartof>Schole : a journal of leisure studies and recreation education, 2022-09, Vol.37 (3), p.194-200</ispartof><rights>2020 National Recreation and Park Association 2020</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c195t-8615b7401bcf95552c4fe98509fcb3e50727922009d17e7b1f6c1b1bcd9d0f3c3</cites><orcidid>0000-0002-8744-4952</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1370484$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Stone, Garrett A.</creatorcontrib><creatorcontrib>Powell, Gwynn M.</creatorcontrib><creatorcontrib>McGuire, Francis A.</creatorcontrib><title>"Beginners Are Many But Enders Are Few": How to End a Course Well and Why It Matters</title><title>Schole : a journal of leisure studies and recreation education</title><description>The last day of a course is often viewed as awkward, abrupt, and even antithetical to a course's aims. More often than not, prime opportunities for reflection, reinforcement, reconciliation, and closure are typically subsumed to administrative tasks and end-of-course exhaustion. This paper summarizes the scant end-of-course literature, reviews the theoretical importance of ending a course well, and highlights a few "tried and true" end-of-course activities. Ending a course well may help students connect the dots, transfer learning, and experience academic and emotional closure, while simultaneously helping faculty refine their teaching and regroup in preparation for future iterations of the course. As leisure and learning experience design experts, leisure scholars are in a prime position to lead out in meaningful end-of-course pedagogy.</description><subject>Class Activities</subject><subject>Critical Thinking</subject><subject>End-of-course pedagogy</subject><subject>Knowledge Level</subject><subject>Learning Activities</subject><subject>Leisure Education</subject><subject>peak-end rule</subject><subject>Program Effectiveness</subject><subject>Reflection</subject><subject>Relevance (Education)</subject><subject>remembering self-experiencing self</subject><subject>Review (Reexamination)</subject><subject>Skill Development</subject><issn>1937-156X</issn><issn>2162-4097</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2022</creationdate><recordtype>article</recordtype><sourceid>7SW</sourceid><recordid>eNp9kNFKwzAUhoMoOKePMAi77zxJmqbxym1sbjLxZjLvQpomWulaSTpG396WOS-9OvCd_zsHfoRGBCYEUrgnkgnCk_cJBdohkYCI-QUaUJLQKAYpLtGgz0R96BrdhPAFwAjEbIC245n9KKrK-oCn3uIXXbV4dmjwosrPbGmP4we8qo-4qXuONZ7XBx8s3tmyxLoju88Wr5vObprOukVXTpfB3v3OIXpbLrbzVbR5fVrPp5vIEMmbKE0Iz0QMJDNOcs6piZ2VKQfpTMYsB0GFpBRA5kRYkRGXGJJ16Vzm4JhhQ8RPd42vQ_DWqW9f7LVvFQHVV6PO1ai-GvVbTeeNTp71hflzFs-ECYjTuNs_nvZF5Wq_18fal7lqdFvW3nldmSIo9v-LH0v_cfU</recordid><startdate>20220902</startdate><enddate>20220902</enddate><creator>Stone, Garrett A.</creator><creator>Powell, Gwynn M.</creator><creator>McGuire, Francis A.</creator><general>Routledge</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><orcidid>https://orcid.org/0000-0002-8744-4952</orcidid></search><sort><creationdate>20220902</creationdate><title>"Beginners Are Many But Enders Are Few": How to End a Course Well and Why It Matters</title><author>Stone, Garrett A. ; Powell, Gwynn M. ; McGuire, Francis A.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c195t-8615b7401bcf95552c4fe98509fcb3e50727922009d17e7b1f6c1b1bcd9d0f3c3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2022</creationdate><topic>Class Activities</topic><topic>Critical Thinking</topic><topic>End-of-course pedagogy</topic><topic>Knowledge Level</topic><topic>Learning Activities</topic><topic>Leisure Education</topic><topic>peak-end rule</topic><topic>Program Effectiveness</topic><topic>Reflection</topic><topic>Relevance (Education)</topic><topic>remembering self-experiencing self</topic><topic>Review (Reexamination)</topic><topic>Skill Development</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Stone, Garrett A.</creatorcontrib><creatorcontrib>Powell, Gwynn M.</creatorcontrib><creatorcontrib>McGuire, Francis A.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>Schole : a journal of leisure studies and recreation education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Stone, Garrett A.</au><au>Powell, Gwynn M.</au><au>McGuire, Francis A.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1370484</ericid><atitle>"Beginners Are Many But Enders Are Few": How to End a Course Well and Why It Matters</atitle><jtitle>Schole : a journal of leisure studies and recreation education</jtitle><date>2022-09-02</date><risdate>2022</risdate><volume>37</volume><issue>3</issue><spage>194</spage><epage>200</epage><pages>194-200</pages><issn>1937-156X</issn><eissn>2162-4097</eissn><abstract>The last day of a course is often viewed as awkward, abrupt, and even antithetical to a course's aims. More often than not, prime opportunities for reflection, reinforcement, reconciliation, and closure are typically subsumed to administrative tasks and end-of-course exhaustion. This paper summarizes the scant end-of-course literature, reviews the theoretical importance of ending a course well, and highlights a few "tried and true" end-of-course activities. Ending a course well may help students connect the dots, transfer learning, and experience academic and emotional closure, while simultaneously helping faculty refine their teaching and regroup in preparation for future iterations of the course. As leisure and learning experience design experts, leisure scholars are in a prime position to lead out in meaningful end-of-course pedagogy.</abstract><pub>Routledge</pub><doi>10.1080/1937156X.2020.1760745</doi><tpages>7</tpages><orcidid>https://orcid.org/0000-0002-8744-4952</orcidid></addata></record>
fulltext	fulltext
identifier	ISSN: 1937-156X
ispartof	Schole : a journal of leisure studies and recreation education, 2022-09, Vol.37 (3), p.194-200
issn	1937-156X 2162-4097
language	eng
recordid	cdi_crossref_primary_10_1080_1937156X_2020_1760745
source	Taylor & Francis; ERIC
subjects	Class Activities Critical Thinking End-of-course pedagogy Knowledge Level Learning Activities Leisure Education peak-end rule Program Effectiveness Reflection Relevance (Education) remembering self-experiencing self Review (Reexamination) Skill Development
title	"Beginners Are Many But Enders Are Few": How to End a Course Well and Why It Matters
url	http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-02-04T20%3A55%3A26IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-eric_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=%22Beginners%20Are%20Many%20But%20Enders%20Are%20Few%22:%20How%20to%20End%20a%20Course%20Well%20and%20Why%20It%20Matters&rft.jtitle=Schole%20:%20a%20journal%20of%20leisure%20studies%20and%20recreation%20education&rft.au=Stone,%20Garrett%20A.&rft.date=2022-09-02&rft.volume=37&rft.issue=3&rft.spage=194&rft.epage=200&rft.pages=194-200&rft.issn=1937-156X&rft.eissn=2162-4097&rft_id=info:doi/10.1080/1937156X.2020.1760745&rft_dat=%3Ceric_cross%3EEJ1370484%3C/eric_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-c195t-8615b7401bcf95552c4fe98509fcb3e50727922009d17e7b1f6c1b1bcd9d0f3c3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_id=info:pmid/&rft_ericid=EJ1370484&rfr_iscdi=true