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60 CHAPTER 3Classroom Environmental Factors
Many classroom environmental factors influence student motiva-
tion. These include types of assignments given, instructor behavior,
and instructional methods. Ratcliff (1995) reported that a successful
transition to college is related to the quality of classroom life. In par-
ticular, student motivation and achievement is greater when instruc-
tors communicate high expectations for success, allow students to take
greater responsibility for their learning, and encourage various forms
of collaborative learning (i.e., peer learning or group learning).
In an interesting book, Making the Most of College, Light (2001)
interviewed hundreds of college seniors to identify factors that made
college an outstanding experience. Here are some findings about col-
lege instruction that appeared to motivate students: First, the students
reported that they learned significantly more when instructors struc-
tured their courses with many quizzes and short assignments. They
liked immediate feedback and the opportunity to revise and make
changes in their work. They did not like courses when the only feed-
back came late or at the end of the semester.
Second, the students reported that they liked classes where the
instructors encouraged students to work together on homework
assignments. They mentioned that some of their instructors created
small study groups in their courses to encourage students to work
together outside of class. This activity helped students become more
engaged in their courses.
Third, many students found that small-group tutorials, small seminars,
and one-to-one supervision were the highlights of their college careers.
They highly recommended that undergraduate students find internships
and other experiences where they can be mentored by faculty members.
Fourth, students reported the beneficial impact of racial and ethnic
diversity on their college experiences. They reported how much they
learned from other students who came from different backgrounds—
ethnic, political, religious, or economic.
Fifth, students who get the most out of college and who are hap-
piest organize their time to include activities with faculty members or
with other students (see chapter 7 regarding seeking help and meet-
ing with your professors). Most students need recommendations from
faculty members for graduate study or jobs. Yet, they often fail to
meet with their instructors to get a letter of recommendation. Light
(2001) pointed out the advice he gives all his advisees: “Your job is
to get to know one faculty member reasonably well this semester. And
also to have that faculty member get to know you reasonably well”
(p. 86). He reported that as his first-year advisees approach gradua-
tion, they tell him that this advice was the most helpful suggestion
they received during their freshman year.