Last year the UK government placed a new cap of £9535 on annual tuition fees, a figure that will likely rise in the coming years as universities tackle a funding crisis. Indeed, shortfalls are already affecting institutions, with some saying they will run out of money in the next few years. The past couple of months alone have seen several universities announce plans to shed academic staff and even shut departments.
Whether you agree with tuition fees or not, the fact is that students will continue to pay a significant sum for a university education. Value for money is part of the university proposition and lecturers can play a role by conveying the excitement of their chosen field. But what are the key requirements to help do so? In the late 1990s we carried out a study aimed at improving the long-term performance of students who initially struggled with university-level physics.
With funding from the Higher Education Funding Council for Wales, the study involved structured interviews with 28 students and 17 staff. An internal report – The Rough Guide to Lecturing – was written which, while not published, informed the teaching strategy of Cardiff University’s physics department for the next quarter of a century.
From the findings we concluded that lecture courses can be significantly enhanced by simply focusing on three principles, which we dub the three “E”s. The first “E” is enthusiasm. If a lecturer appears bored with the subject – perhaps they have given the same course for many years – why should their students be interested? This might sound obvious, but a bit of reading, or examining the latest research, can do wonders to freshen up a lecture that has been given many times before.
For both old and new courses it is usually possible to highlight at least one research current paper in a semester’s lectures. Students are not going to understand all of the paper, but that is not the point – it is the sharing in contemporary progress that will elicit excitement. Commenting on a nifty experiment in the work, or the elegance of the theory, can help to inspire both teacher and student.
As well as freshening up the lecture course’s content, another tip is to mention the wider context of the subject being taught, perhaps by mentioning its history or possible exciting applications. Be inventive –we have evidence of a lecturer “live” translating parts of Louis de Broglie’s classic 1925 paper “La relation du quantum et la relativité” during a lecture. It may seem unlikely, but the students responded rather well to that.
Supporting students
The second “E” is engagement. The role of the lecturer as a guide is obvious, but it should also be emphasized that the learner’s desire is to share the lecturer’s passion for, and mastery of, a subject. Styles of lecturing and visual aids can vary greatly between people, but the important thing is to keep students thinking.
Don’t succumb to the apocryphal definition of a lecture as only a means of transferring the lecturer’s notes to the student’s pad without first passing through the minds of either person. In our study, when the students were asked “What do you expect from a lecture?”, they responded simply to learn something new, but we might extend this to a desire to learn how to do something new.
Simple demonstrations can be effective for engagement. Large foam dice, for example, can illustrate the non-commutation of 3D rotations. Fidget-spinners in the hands of students can help explain the vector nature of angular momentum. Lecturers should also ask rhetorical questions that make students think, but do not expect or demand answers, particularly in large classes.
More importantly, if a student asks a question, never insult them – there is no such thing as a “stupid” question. After all, what may seem a trivial point could eliminate a major conceptual block for them. If you cannot answer a technical query, admit it and say you will find out for next time – but make sure you do. Indeed, seeing that the lecturer has to work at the subject too can be very encouraging for students.
The final “E” is enablement. Make sure that students have access to supporting material. This could be additional notes; a carefully curated reading list of papers and books; or sets of suitable interesting problems with hints for solutions, worked examples they can follow, and previous exam papers. Explain what amount of self-study will be needed if they are going to benefit from the course.
Have clear and accessible statements concerning the course content and learning outcomes – in particular, what students will be expected to be able to do as a result of their learning. In our study, the general feeling was that a limited amount of continuous assessment (10–20% of the total lecture course mark) encourages both participation and overall achievement, provided students are given good feedback to help them improve.
Next time you are planning to teach a new course, or looking through those decades-old notes, remember enthusiasm, engagement and enablement. It’s not rocket science, but it will certainly help the students learn it.
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