Student perspectives on student led seminars Presenter - Dr Susie Ho

1. Student perspectives on student-led seminars

2. Student perspectives on student-led seminars
Overview
1 Why incorporate SLSs?
2 Our approach
3 Advice from the students
4 Discussion around your ideas and insights

3. 1 Why?

4. What students liked
• Oral presentation
• Team work
• Research and synthesis
• Facilitating discussion
• Engagement and participation
• Ownership of learning experience
• Dynamic and innovative classroom
• Builds a sense of cohort and student confidence
• Peer to peer and collaborative learning

5. Collaborative 1 Why use them?
learning experience
Credit: Gary Larson

6. BSc (Advanced) - Global Challenges
Core Units: Impact Through Science
Rowan Brookes and Susie Ho

7. Unit Outcomes
On completion of this unit, students will be able to:
1. Analyse and synthesize the characteristics of good and bad leaders in different
contexts;
2. Articulate self-awareness of their own values, strengths, and weaknesses
pertinent to their leadership aspirations;
3.Demonstrate improvement in developing personal communication tools to
become more effective communicators;
4. Develop effective communication strategies including identifying stakeholders,
crafting messages and methods for their delivery, and interacting with media;
5.Demonstrate understanding of how to build and work in functional teams;
6.Demonstrate improvement in understanding of the importance of social
responsibility, ethics and mentoring to success.

8. 2 Our approach

9. Susanna Scarparo
Bruce Missingham
Rowan Brookes
The experts

10. SCI1501: Impact Through Science 1A
A folder will appear on Moodle
(2 weeks out)
It contains 2-5 resources, and the learning
outcomes and scope for your session

12. Online -> Seminar -> Workshop

13. 3 Advice from the students

14. Photo credit: Flickr Javkon117*

15. Stepping stones are important
Research summary handout for peers (10%)
2 pages (+ reference page)
•An introduction to the nature of the global issue (various perspectives and impacts)
•A body, outlining scientific developments in addressing the issue (historical & current)
•A conclusion, with areas for further scientific research and application

16. Reflection and feedback
• 45 minute talk + 10 minutes constructive
feedback
• Group work survey
• Iteration

17. Be open and adaptable

18. Consider the cohort and
environment
Students said the approach will work best -
• for engaged individuals
• for small cohorts
• in an environment where it is acceptable to make mistakes
• through a process of iteration and reflection

19. Be clear about your emphasis
• Consider reducing learning objectives
• Targeted marking rubric
• Gain assistance from Learning Skills staff

20. 4 Discussion
Have you any advice to share?
What are your concerns about using this
approach?