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