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

2. 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.

3. 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.

4. What the peer observations showed…

5. The questions raised………..

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

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

8. 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?

9. 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?

10. 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?

11. 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?

12. 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

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

14. 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

15. 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

16. 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

17. 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.

18. Any questions?