Description

Are you a course instructor in a doctoral program and exploring ways to stimulate student learning? Do your course evaluations include comments like, “this course is boring and/or the instructor should just place the lecture power-point slides online for students to review them?” Are you interested in improving your students’ evaluation of the courses you teach? If your answer is a Yes to any or all the questions, then this book is for you. It provides you with a crucial innovative approach that has been tested for years by the author and found to work. It will positively turn things around for you and your students. The student-discussant role guidebook will get you excited about motivating your students to get involved in their own learning and become active in the teaching and learning process. Results are witnessed in students’ satisfaction with their own learning and in real time demonstrations of organizing and oral presentation skills; boredom is replaced by fun and excitement in the classroom; self-improvement, self-assurance and collegiality are promoted. The instructor’s reward is a significant improvement in his/her student course evaluation scores.