Dear Kate and all
 
It is so disappointing when you've put a lot of energy and thought into a seminar and really explained to students why it is beneficial to all they have to do is do the reading, and you arrive on the day and find a room full of people who don't even know what the topic is. I teach interpersonal communication, which is built on everyday interactions. The seminars build on what happens in the lectures. For example, we have a lecture on attribution theory and the seminar is based around a paper by Geoffrey Beattie, carefully chosen as he's the "pop" psycholgist on Big Brother (so recognisable to the students), that looks at how people draw on theories of attribution in their discussion of rape. It is pointless if they have not read the paper, as it is perfect in a) terms drawing on classic theories (Kelley) in recent research and of b) critique (design of research) etc etc in an application to a topical and c) always a relevant topic. and I thought about getting students to build a learning diary to reflect on the lecture that week, to observe what is going on around them, how they and others behave, and find examples to illustrate their thinking from TV, Big Brother, soaps etc., to enhance the discussion. Unfortunately, or otherwise, my seminars are not assessed formally, and so this just doesn't work. Students do, in fact, wing it. We get some reasonable discussion going, but it tends to be much too anecdotal.
 
Even worse, I have set up an on line discussion for my students to "talk" to Prof Peter Hartley. My students often cite his text in their assignments, and he's visiting Bournemouth next week to give a guest lecture for us, particularly on the topic of the new edition of his book, ie he set the scene and asked for comments. I set the expectation up last autumn, by telling the students this was going to happen and to think about it whilst they were reading his book, and reminded them several times since. I set up the discussion and Peter invited students to make comments, contribution, etc. Not one of my students has responded. I even emailed them all and said give me your comment if you're nervous about doing it yourself, and I'll post it for you. Still no response.
 
I am not someone who is cynical about students, I feel that I have some understanding of first year experience etc etc, but it is disappointing that not only won't they read ahead, even when you make it easy for them by providing the handouts, but, they won't even engage in a conversation with a visitor who has made clear his interest in their views.
 
Chris

________________________________

From: learning development in higher education network on behalf of Kate Smith
Sent: Tue 27/02/2007 16:22
To: [log in to unmask]
Subject: Motivating students to read



Dear All

 

One issue that lecturers have brought up several times at our PG Cert. in Learning and Teaching in HE sessions and in informal discussion is the difficulty in getting some students to 'do the reading' before they attend seminars and how their failure to do this impacts on their ability/willingness to participate. We would like to focus on this issue in next week's session with lecturers. I have pasted below an example of the kind of advice that I have given and would be interested in your comments and further suggestions, including references of any articles or books that tackle this issue well.

 

"My suggestions would be to design the seminar activity so that students need to have completed the reading to be able to take part. You might randomly select individuals to present a 1 min summary of their corporate report so that they need to do the preparation - this experience would be enough to encourage some students to do the work to avoid having to 'wing it' again. Students generally don't like to be seen to be letting each other down so if they were working in groups and some hadn't done the prep necessary to complete the group task this might serve to highlight that they are letting fellow students down. These interventions aren't intended to humiliate individuals, just make the prep necessary and purposeful. If it isn't, why do it? It may put some students off coming to the seminar if they haven't prepared, but that is a different issue.

 

Also, are you sure that they know what is expected and are able to carry out the task? You might ask them to check. You might also re-state the expectations of the seminar/module or negotiate what they need to prepare in order for you to run a useful session and establish a contract letting them know that this prep is their responsibility. Have you asked the group in general why they haven't done the prep? E.g. "It's clear that some of you haven't prepared for this session by.... I'm interested to know why that is." Then negotiate accordingly, if at all.

 

Finally, do those who have done the work feel their effort is valued, are they thanked for their contribution? If the session is sabotaged by those (majority or minority?) that haven't done the prep, those that have won't bother in future, unless you make their effort worthwhile by rewarding them with a session that allows them to make use of their prep."

 

Thanks in advance.

 

Kate

Kate Smith
Education Development Projects Manager
Learning and Teaching Development Unit
Ext. 65801
http://intranet.brunel.ac.uk/ltdu/