So, Do Reusable Assignments Really Benefit Students?

This article examines the experience of working graduate students who engage with classroom assignments which provide meaning and value outside of a single point-in-time evaluation of learning. In particular, this qualitative case study sought to understand students’ perceptions of the usefulness of reusable, or non-disposable, assignments. Findings indicate that graduate students working in a closely related field perceive that hands-on application aids in their learning and retention of course content. Many students intentionally seek opportunities to structure course assignments in such a way that they could be used in the workplace. This study investigates how working graduate students employ course-created content in their lives and jobs outside of the classroom and uses Knowles’ (1980, 1984) andragogy theory as a possible explanation for student perceptions of increased learning and value-add of reusable assignments.