The Student-Discussant Role in Doctoral Education

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.

Praise for “The Student-Discussant Role in Doctoral Education”

“Having personally been privileged to sit through some of her student-discussant doctoral seminars, I can attest to the fact that, they are a perfect reflection of the style, methodology and content of her presentations. These constitute some of the qualities that make her approach a palpable contribution to knowledge described as: innovative, realistic, attractive, suitable, and commendable…. Marie Fongwa’s guidebook is, without a doubt a seminal production, an effective, practical, and cost-effective model for student-discussant education using PowerPoint slides.”
Anthony Ndi, B.Ed. (Hons), Ibadan, MA, PhD
– Associate Professor, Catholic University of Cameroon

Contents

Foreword
Preface
Acknowledgements
Chapter One: The Student-Discussant Role and Reason
Chapter Two: Setting up the Stage for the Student-Discussant Role
Chapter Three: Student-Discussant Role and Oral Presentation
Chapter Four: Evaluating the Student-Discussant Role Presentation
Chapter Five: Conclusion
Appendices
Bibliography
Index