This semester, I’m co-teaching a new elective titled “Contemplative Design and Sacred Spaces.” This class resonates deeply with my research interests in contemplative practice, engagement, and pedagogy, allowing me to further explore the profound connection between place attachment and the significance of traditional and everyday sacred spaces.

Last week marked my first solo week with the students, where I meticulously planned a two-hour and forty-minute session to delve into the realms of “traditional” sacred spaces, sacred geometry, and the multisensory experiences they offer. The schedule encompassed a range of activities, including group discussions, free writing exercises, a collaborative glossary exercise, and a concise lecture overview of the topic. However, as the session unfolded, I sensed a disconnect, an offbeat vibe in the classroom.

Despite my enthusiasm for the subject matter, not everyone seemed fully engaged; some students even left the class during its duration. Meaningful conversations were hard to foster, leaving me somewhat perplexed. Perhaps my expectations were set exceptionally high. While this topic genuinely fascinates me, I assumed it would hold equal allure for the students.

Reflecting on this experience, I turned to “How Learning Works” for insights into classroom motivation. This book delves into the intricate relationship between perceived value and expectancies, which are intimately linked to motivation.

Drawing from Barbara Hofer’s summary of Wigfield and Eccles (2000) in “McKeachie’s Teaching Tips,” we learn that students tend to invest their efforts in activities they perceive as valuable and where they believe they can succeed. This insight underscores the importance of conveying the value of our course material to students, making it relevant to their lives and future careers.

In my case, the discrepancy between my enthusiasm and the students’ engagement echoed what Ambrose describes. While the elective course holds intrinsic value for me, aligning with my research interests, students bring diverse values to the classroom, which may lean toward instrumental value—earning credits for graduation. This misalignment in values can impact motivation and engagement. To address this, it’s crucial to set high expectations for success while providing clear guidance and constructive feedback. Confidence, or self-efficacy, plays a pivotal role in student motivation. Assignments, homework, and tasks should challenge students but remain within reach. Building their sense of competence over the semester is key. Creating an environment that encourages participation and questions is essential. Strategies such as open communication, peer collaboration, and approachability foster this atmosphere.

In our course, community agreements and the introductory meditation help set the tone. Maintaining a lighthearted and positive demeanor can further enhance engagement.

Value + Positive Efficacy Expectations + Supportive Environment = Motivation

Recognizing that the course’s value proposition may not naturally align with all students, we must find ways to make the content relevant. For those from varying art and design backgrounds, emphasizing the course’s broader applications is essential.

Here are some ways I can convey the value of the course topics more clearly:

• Tie to real world careers – sacred spaces design informs experience design, aesthetics, creating meaning
• Offer choice in assignments tailored to interests
• Invite student input on topics and course activities
• Have students reflect on their own values and goals for the course

Additionally, providing specific examples of how course concepts — such as ritual — apply in other contexts can demonstrate value:

• Rituals highlight the importance of intuitive, seamless user experiences
• Symbolic meanings apply even when designing smaller scale artifacts
• Design principles for sacred spaces translate to human-centered design

In our diverse class, where students hail from various design backgrounds, discovering shared values and conveying the broader relevance of our course material will be key to fostering engagement in the upcoming class on ritual. Moving forward, I will focus on framing the material through a lens resonant for students. I’ll aim for an encouraging, participatory environment where students feel safe to engage. By conveying value, aligning with student interests, and setting clear expectations, I hope to increase motivation and connection.