School is a game: Faculty set the rules

Research output: Contribution to journalComment/debate

3 Scopus citations


Some students often exhibit less-than-ideal learning behaviors such as cramming for exams, focusing on memorization versus comprehension, multi-tasking during class, etc. One approach to understanding and addressing these issues is through a “school as game” mental model. Success in the “game of school”, especially in rigorous professional and graduate programs, requires not only knowledge and skill, but also strategy. Because of time demands, students must often make strategic decisions regarding class attendance, attention, study time, and study methods. This commentary describes a mental model in which faculty can examine student learning behaviors within the context of their teaching and assessment criteria. Instructors should consider how both the written and unwritten rules of their courses may actually incentivize undesirable student learning behaviors.

Original languageEnglish
Pages (from-to)341-343
Number of pages3
JournalCurrents in Pharmacy Teaching and Learning
Issue number3
StatePublished - May 2017

Bibliographical note

Publisher Copyright:
© 2017 Elsevier Inc.


  • Assessment
  • Grades
  • Learning behavior
  • Points
  • Students

ASJC Scopus subject areas

  • General Pharmacology, Toxicology and Pharmaceutics
  • Pharmacy


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