the history students’ seminar experience penny roberts 17 th june 2009
TRANSCRIPT
The History Students’ Seminar
ExperiencePenny Roberts
17th June 2009
Project objectives To find out what history students’ want
from their seminars
To find out the role and importance of
seminars from the perspective of the
history teaching staff
To identify examples of good seminar
teaching practice to create a booklet
Project summary
Student questionnaires
Staff interviews
Student focus group
Staff questionnaires
Student questionnaires
185 Streatham and 32 Tremough
Two seminars commented onOn the whole my experience of seminars is
positive
12%
74%
10%4%
Strongly Agree
Agree
Unsure
Disagree
Questionnaire results 1
• If I do not undertake the required preparation I feel I cannot contribute effectively in the seminar.
Strongly agree Agree Unsure Disagree
Year 1 23.2% 46.4% 19.6% 10.7%
Year 2 31.0% 37.9% 17.2% 13.8%
Year 3 40.6% 50.0% 9.4% 13.8%
• Preparation for the seminar is always related to the content and learning outcomes of the seminar.
Strongly agree Agree Unsure Disagree
Year 1 20.7% 62.1% 10.3% 6.9%
Year 2 17.9% 67.9% 10.7% 3.6%
Year 3 59.4% 40.6% .0% .0%
• When I have any queries about/issues with this seminar I find it easy to approach the module coordinator about them.
Strongly agree Agree Unsure Disagree Strongly disagree
Year 1 27.6% 48.3% 12.1% 5.2% .0%
Year 2 34.5% 51.7% .0% 6.9% .0%
Year 3 56.3% 31.3% 3.1% 6.3% 3.1%
• I am given adequate notice regarding preparation required for the seminar.
Seminar 1: 51% Strongly Agree, 45.5% Agree, 2.5% Unsure
Seminar 2: 33% Strongly Agree, 53% Agree, 3.5% Unsure, 1% Disagree
Questionnaire results 2
I find this seminar very beneficial to my learning.
Strongly agree Agree Unsure Disagree
Year 1 13.0% 51.9% 22.2% 13.0%
Year 2 12.0% 80.0% 4.0% 4.0%
Year 3 46.9% 40.6% 6.3% 6.3%
I prepare well for this seminar and feel my attendance does not enhance my learning.
Strongly agree Agree Unsure Disagree Strongly disagree
Year 1 1.8% 36.4% 21.8% 36.4% 3.6%
Year 2 .0% 16.0% 24.0% 52.0% 8.0%
Year 3 .0% 9.7% 19.4% 51.6% 19.4%
Summary of questionnaires results
Distinction between 1st and 2nd
years and 3rd years
Appreciation of purpose of seminar
develops
Preparation – learning environment
Staff interviews Regardless of style of teach same
factors important:
seminar-lecture relationship
participation and central role of
the student
learning environment
Focus group Safe learning environment
Communication “Where people are involved I don’t think there is a better way to learn… Some of
the worst seminars have been my worst experiences. They can be the best and
the worst thing”
“Surprised on two polarised fronts. … the enthusiasm a lot of students approach
their seminars with and … on the other hand how disinterested some people
are… a big disparity is lectures abilities to lead seminars… Disparities in students
are less easy to resolve because there are so many of them… The disparity in
professors not easy to resolve but there are more ways to go about it… I think
research-led education is really important but … they are also teaching.”
Overall summary
Differences between the years
Similarities between what students
want and what lecturers are trying to
achieve
Communication, trust and student-
led seminars key
The next step… Booklet of good practice
“Discussing research/preparation in small group and reporting back together to
whole group. Having key sources and documentation in a bound booklet. Visual
sources”
“I find seminars with X to be useful, as the way he focuses on the sources and
question is helpful. He also strikes a perfect balance between being student-led
and teacher-led.”
“I find general discussion between students to be most beneficial and when the
lecturer facilitates this the seminar runs well as it allows students to form their
own views.”
“Presentations by peers to encourage debate as well as summarise the reading
that had to be done. This helps to consolidate what had to be read as preparation
and makes me feel more confident to participate in group discussions.”