"Hands-on, practical guide helping academics to reinvigorate their seminar teaching. Ideal for new higher education staff seeking guidance as well as more experienced academics looking for tips and ideas. Covers all elements of seminar-based instruction including encouraging participation, handling sensitive topics and incorporating new technology"--
Hands-on, practical guide helping academics to reinvigorate their seminar teaching. Ideal for new higher education staff seeking guidance as well as more experienced academics looking for tips and ideas. Covers all elements of seminar-based instruction including encouraging participation, handling sensitive topics and incorporating new technology.
Recenzijas
"A very valuable guide to leading seminars, which will be of practical use to both new and seasoned instructors. The book provides helpful information and suggestions for conducting effective seminars." - Kristen Williams, Clark University, USA "The authors have a most engaging way of communicating with their readers. The text is easy to read, has a sequential flow and sustains the reader's interest and attention throughout. The discussions on the place of technology within classrooms provide a balanced, thoughtful, and practical response to questions that are often raised by educators within the contemporary tertiary environment." - Margaret Walshaw, Massey University, New Zealand
Papildus informācija
"A very valuable guide to leading seminars, which will be of practical use to both new and seasoned instructors. The book provides helpful information and suggestions for conducting effective seminars." - Kristen Williams, Clark University, USA "The authors have a most engaging way of communicating with their readers. The text is easy to read, has a sequential flow and sustains the reader's interest and attention throughout. The discussions on the place of technology within classrooms provide a balanced, thoughtful, and practical response to questions that are often raised by educators within the contemporary tertiary environment." - Margaret Walshaw, Massey University, New Zealand
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List of Figures and Tables |
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|
x | |
| Acknowledgements |
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xi | |
| Introduction |
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1 | (5) |
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6 | (10) |
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History of the Socratic Method |
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6 | (5) |
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Twenty-first-century students |
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11 | (3) |
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14 | (2) |
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2 Prepare your seminar for success |
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16 | (16) |
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16 | (1) |
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17 | (1) |
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18 | (12) |
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30 | (2) |
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3 Introductions and ground rules |
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32 | (15) |
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34 | (2) |
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Personalize the seminar: name tags and tents |
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36 | (1) |
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37 | (5) |
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42 | (3) |
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45 | (2) |
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4 Create a positive learning cycle |
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47 | (16) |
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The nature of facilitation |
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48 | (2) |
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50 | (2) |
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Set realistic expectations for both yourself and your students |
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52 | (1) |
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Assess and if necessary, refine your presentation skills |
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53 | (8) |
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61 | (2) |
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5 Encourage discussion and collaborative learning |
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63 | (24) |
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Impediments to generating discussion |
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64 | (3) |
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Techniques for creating and maintaining a collaborative learning-based seminar |
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67 | (13) |
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Providing seminar summaries |
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80 | (1) |
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81 | (4) |
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85 | (2) |
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6 Team teaching challenges |
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87 | (7) |
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91 | (1) |
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91 | (1) |
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92 | (2) |
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7 Technology and seminar-based learning |
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94 | (17) |
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Should I use technology at all? |
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96 | (2) |
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What types of technologies should I use? |
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98 | (11) |
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109 | (2) |
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111 | (7) |
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Advantages of distance learning |
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113 | (1) |
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Disadvantages of distance learning |
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114 | (1) |
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115 | (1) |
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116 | (2) |
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118 | (12) |
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The dangers of complacency |
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119 | (5) |
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124 | (4) |
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128 | (2) |
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130 | (17) |
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131 | (1) |
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132 | (1) |
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133 | (1) |
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Informal indicators of success |
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134 | (1) |
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Taking the pulse -- early and often |
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135 | (1) |
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Providing feedback to groups and to individuals |
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136 | (4) |
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140 | (1) |
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141 | (1) |
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141 | (1) |
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142 | (1) |
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Feedback loops and measuring outcomes |
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143 | (1) |
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Asking for a second opinion |
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144 | (1) |
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145 | (1) |
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How to avoid survey fatigue |
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145 | (1) |
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146 | (1) |
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11 Some final thoughts and suggestions |
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147 | (5) |
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150 | (2) |
| Notes |
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152 | (5) |
| Bibliography |
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157 | (4) |
| Index |
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161 | |
Dr James Anderson is the Dean of Academics at the Marine Corps War College, USA. He has extensive experience leading seminars at institutions including the Marine Corps University, the George C. Marshall Center for European Security Studies in Germany and George Washington University, USA. He earned his doctorate in international relations from Tufts University, USA.
Dr Andrew Bellenkes is a Senior Lecturer for the Naval Postgraduate School Operations Research Department in Monterey, California, USA. He has worked as a lecturer at the United States Air Force Academy and the George C. Marshall European Center for Security Studies in Germany, as well as numerous other military and civilian organisations throughout the world. He earned his PhD in Psychology from the University of Illinois, USA.
