• General
• Types of seminar
• You, the Presenter
• Seminar behaviour (Formal)
• Information in seminar - objectives
• Overall

General

General Purpose

• to discuss issues raised in lectures or from reading
• an opportunity to express ideas/doubts/ask questions/raise issues
• present new knowledge/own work to peer group (student led seminars)
• a chance to get to know fellow students/tutor on a more personal basis
  • helps tutor learn students' names & personality
  • helps students to identify themselves to tutors

Benefits of presenting (student-led seminars)

• putting concepts into your own words is a way of 'capturing knowledge'
• you become known as an 'individual'
• you have the chance to take control (to some degree)
• it is good practice for self presentation (at interviews, giving papers etc.) later on

  [If there is a choice of topics in student-led seminars - volunteer early to get your choice.]

Contributing - commenting allows your presence to be imprinted, especially in tutor-led seminars

• If you agree with another speaker, say so and practise 'psychological stroking': making approving noises, leaning forward, marking eye contact, generally looking positive and encouraging. Prepare possible questions/comments before you go. If you find it difficult to contribute once the discussion has begun, then try to get your (prepared) comment in first. The one who starts the ball rolling has initial control - so try to take the initiative. You also get 'brownie' points for offering early without being pushed.

 

Types of seminar

1. Follow-up discussion to a lecture (usually tutor-led) - a chance to ask for clarification, raise issues etc. See contributing above. Prepare or note points that were not clear from the lecture and take the opportunity to raise them.

   This could take the form of, for example, asking about the use of terms (= definitions) - 'I'm still not clear about what X means by 'paternalistic' or 'I can't see a great deal of difference between theory P and/or theory Q - is it a question of emphasis/degree or conditions of application etc.?' If these issues are not clear to you, they are probably also not clear to others, so you will be helping them too.

   It may also be useful to clarify references for follow-up reading (i.e. check authors, titles etc.) or ask for additional references.

   Lectures and seminar follow-ups are also often linked to a piece of writing, so if you are thinking of using information in your written work, also take the opportunity to check ideas, understanding. You can also ask about examples of applications of theories etc. Asking for examples etc., helps the tutor to do his/her job and understand your needs.

2. Presentation seminars : (student-led)
   1. Students are allocated topics (based on reading) and present an overview to the group and raise issues, in turn. (Some preparation is expected by all.)

   2. Research students present 'work in progress' seminars relating to their specific area. Other participants do not normally undertake specific preparation but would probably be working in some related area and have some background knowledge.

      Research students may also be asked to present reading based seminars [as in (a)] in their first year, where a number of students may share 'core' reading or overlap in their interests, so that the discussion of particular theories may be relevant to a group. Again, background preparation is expected. (These tend to be more student oriented/controlled, although the tutor may act as the chair.)

You, the Presenter

Points to consider :

Time	How long will you speak for?
Place	What facilities does the room have? What do you need?
Numbers	How many people and what sort of people are you going to talk to?
Subject	How much/little do they know about your subject? Are they tutors or students or a mixed group?
Type	Type of presentation: i.e. overview - work in progress - synthesis of reading etc.?
Self-standing/series	Is your presentation part of a series covering similar areas - or very specific to you?

Time/place/people/series or not etc., should help you decide on your method of presentation.

METHOD	ADVANTAGES	PROBLEMS
1. Paper pre-circulated to the audience	seminar attendees can read it before, so it can - be a shared experience - focus on issues - result in more discussion	crucial that people do read the paper beforehand! (therefore they should not be too long or too complex)
2. Written paper read out by speaker	might make presenter feel more confident	- little contact (eye) etc. with audience - they could have read it themselves!
3. Handouts with main points, tables, diagrams etc. Can be good support	- Something 'concrete' for people to take away - good for figures etc. that take too long to talk about	make sure people are not distracted and so do not listen!
4. Notes, prompt cards used by the speaker	help the speaker to organise the talk and keep track of ideas	more direct communication with the audience, use of personality possible
5. Film, slides, video computer links and discussion	a more direct demonstration of 'reality' - a shared experience	depends on objectives - balance of time can be tricky - check technology
6. OHP flip charts	help to focus attention onto the topic + away from the speaker	need preparation - but useful support for the speaker
7. Poster presentation	- audience looks first then interaction focuses on discussion - direct feedback to presenter	- useful for small groups over a longer period of time, or to target individual people/concepts

Specific seminar objectives are also necessary :-

1. To give information (general, background or specific)
   • What kind of response is required from the audience?
   • How much discussion time or opportunity for the audience to respond is there? (Desirable and in fact)

2. To persuade
   • a new theory, viewpoint or idea needs a solid basis and argument
   • who are you talking to and why are you using persuasion?

3. To share experience
   • to get comment, feedback and develop, (tutors, peers)
   • to get help with problems, suggestions etc.
     • requires time for responses

Seminar behaviour (Formal)

1. Ask your questions through the chair (tutor or student) unless asked a direct question.

2. Try to look interested - think about how you'd feel and remember body language.

3. Support each other when each is in the role of presenter. Position your friends so that you can make eye contact with them and see a friendly face.

4. Remember, even in formal seminars, the interactive language, that is the language you use to form a relationship with the audience, is 'social' language and less formal than the language you use to present/facts/theories/ideas etc. You can also use less formal language to reforulate ideas or give examples. Spoken language (except in ritual) is less formal than the equivalent written language. In seminars, you operate as a group, in a democratic system which implies being polite to and tolerant of others. If you are presenting, you need to create group harmony, but avoid patronising your listeners.  

Information in seminar - objectives

1. Discussion of 'given' information (e.g. in lecture) + extension.

2. Tutor presentation of 'new' information - mini lecture.

3. Student sharing of information for mutual purposes.

4. Practice in presenting information to an audience (by students).

Overall

A chance to hear and be heard, the most immediate method of communication. Remember, we make decisions about people not mainly on what they say, but how they say it, not on what they know, but how they use that knowledge. Seminars are good practice for life skills beyond the confines of academia. Budding politicians, entrepreneurs, lawyers, in fact all students, take note as we all need to sell ourselves and our ideas.