Engaging students in seminars Anne Hall Teaching Fellow in Accounting, Business School

Today’s talk The issue Peer observation revealed that seminars were not overtly stimulating, with some students neither engaging nor appearing to enjoy the experience. Reflection on The factors which inhibit engagement The module team’s attempts to improve engagement, developed through trying to see the session from a student’s perspective.

The module Introductory Accounting, Undergraduate level 1 200 students per cohort, attending fortnightly seminars in groups of 20. Exam style numerical problems are set in advance of the seminars & tackled by students in private study. Solutions are reviewed in the class and subsequently a model answer is released on DUO.

What the peer observations showed…

The questions raised………..

The questions raised……….. Did students enjoy the session?

The questions raised……….. Did students enjoy the session? Did they benefit from the session?

The questions raised……….. Would students attend if it were not a compulsory academic commitment? Did students enjoy the session? Did they benefit from the session?

The questions raised……….. Why was there so little interaction between students & with the tutor? Would students attend if it were not a compulsory academic commitment? Did students enjoy the session? Did they benefit from the session?

The questions raised……….. Why was there so little interaction between students & with the tutor? Would students attend if it were not a compulsory academic commitment? Did students enjoy the session? Did they benefit from the session? Did an able student gain anything more from the session, than from an answer posted on DUO?

The questions raised……….. Why was there so little interaction between students & with the tutor? Would students attend if it were not a compulsory academic commitment? Did students enjoy the session? Did they benefit from the session? Did an able student gain anything more from the session, than from an answer posted on DUO? Did a struggling student leave the session with greater understanding and confidence?

The factors The material The students The tutors Numerical Nature of the module Expectations Conscious of the image they convey Language Range of styles and experience

Changing the dynamic Shifting the focus from the tutor and sharing the classroom with students Warming the atmosphere through greater interaction and participation

Actions taken The material The students The tutors Each session now opens with a pre-prepared short discursive piece, for peer review Exchange verbal feedback on discursive piece One piece read out to the group Volunteers invited to develop numerical answers on the board, with contributions from fellow students Loosen the reins Guide rather than deliver the session Assist in development of answers rather than presenting them wholesale

Implications for students Need to understand what’s expected of them A livelier classroom, with a better atmosphere Exposed to more perspectives More discussion and interaction between students and with the tutor Appear more likely to raise queries More thorough preparation of answers Peer review pieces may be seen as a chance to shine Reluctance by some students to speak up Developing rather than reviewing answers can take more time Peer review may be seen as intimidating

Implications for the tutor A more comfortable atmosphere, but a more challenging role Needs to set out rules of engagement from the outset Needs to think carefully about use and style of questions which encourage engagement, whilst avoiding tension and anxiety More concentration needed to respond to contributions Helps tutor understand how the students think An art to be practised and informed by self reflection and peer observation

Closing observations make sessions more enjoyable Encouraging engagement through small changes in dynamic and practices may make sessions more enjoyable foster more effective learning Accommodating different styles and temperaments of students and tutors is a challenge. Being open to small changes, on-going reflection on sessions and trying to look through students’ eyes may invigorate a classroom.

Any questions?