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.”