The History Students’ Seminar Experience Penny Roberts 17 th 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 on

Questionnaire results 1 If I do not undertake the required preparation I feel I cannot contribute effectively in the seminar. Strongly agreeAgreeUnsureDisagree Year 123.2%46.4%19.6%10.7% Year 231.0%37.9%17.2%13.8% Year %50.0%9.4%13.8% Preparation for the seminar is always related to the content and learning outcomes of the seminar. Strongly agreeAgreeUnsureDisagree Year 120.7%62.1%10.3%6.9% Year 217.9%67.9%10.7%3.6% Year 359.4%40.6%.0% When I have any queries about/issues with this seminar I find it easy to approach the module coordinator about them. Strongly agreeAgreeUnsureDisagreeStrongly disagree Year 127.6%48.3%12.1%5.2%.0% Year 234.5%51.7%.0%6.9%.0% Year 356.3%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 agreeAgreeUnsureDisagree Year %51.9%22.2%13.0% Year %80.0%4.0% Year %40.6%6.3% I prepare well for this seminar and feel my attendance does not enhance my learning. Strongly agreeAgreeUnsureDisagreeStrongly 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 1 st and 2 nd years and 3 rd 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.”