1. The Search for the Holy Grail, (…..or successful seminars)
Jamie Harding
Carol Stephenson
School of Arts and social sciences
Department of Social science

2. Beginnings Starting the search? Prompted by student concerns
Students concerns re. seminars:
Disengagement, attendance and silence, confidence?
‘Why should I do it when they don’t?’
Confusion and frustration, ‘What should I be doing?’

3. The Research
Carried out and transcribed two focus groups with volunteers
Staff focus group:
Talk about the organisation of seminars
What works
Student focus group:
What makes for a good seminar?
Memorable seminars
Joint working groups to agree good practice

4. Good Seminar Practice
Concerns of the staff group: What to expect in terms of preparation Appropriate expectations at different levels (is there a danger of spoon feeding?) Setting an appropriate seminar culture Whether to have a plan B if students don’t prepare How far to have learning outcomes for seminars

5. Concerns of the Staff Group (continued)
Suitability of the physical environment Using students’ own experience, encouraging reflection How to encourage students who don’t speak Need to know students’ names

6. Concerns of the Student Group
Small groups needed otherwise another lecture Frustration at colleagues who don’t prepare But need enough time to prepare Schools too focused on passing exams Students may be fearful to take part in debate Lecturers who don’t seem human discourage discussion Need to bring seminars to a conclusion

7. Staff/student identified bad practice
Requiring too much reading beforehand Requiring reading that is difficult to access Giving another lecture Lecturer, or three or four students, dominating seminar Unstructured seminars where students do not know what is required Singling people out/bullying Disrespectful behaviour, e.g. talking and texting Students coming unprepared

8. Key Recommendations
Outline expectations for how seminars operate At least one key reading that is available electronically Having a bean bag for the next speaker or a ‘shut up’ card for someone who should stop talking Seminars that relate to topics everyone can contribute to Activities where everyone has to speak, e.g. picking cards out of a hat Ice breakers to enable people to get to know each other The structure of the seminar made clear each week Ending with a review of the seminar

9. Discussion points (please add more!)
Should there be different expectations of students in terms of preparation for teaching at different levels of study? How should we deal with students who don’t do the necessary preparation for seminars (or any other form of teaching)? Is it possible to ensure verbal contributions from every seminar member? How far does the topic determine whether students are able to reflect on their own experience?