Issue Home Volume 12: Issue 2

Conversations on Teaching
Mary Dunn, Ph.D.
Assistant Professor
Department of Theological Studies

In my undergraduate courses, I try to implement some discussion in every class. Although I am careful not to rely on discussion to carry the whole class, some discussion is essential in terms of maintaining student interest and keeping students on their toes! I tend to structure my classes in a way that strikes a balance between lecture (which is an opportunity to give important background information pertaining to the reading and to introduce major themes and issues in the reading) and discussion.

I find that a good way to begin discussion is to ask how the assigned text compares or relates to texts we’ve read earlier in the semester. I also send out reading guides in advance of class. These guides consist of questions that will be the basis for our class discussion and give students a chance to prepare for discussion (and fewer excuses not to participate). To facilitate discussion, too, I think it can be helpful to draw out the quiet or shy student and to ask that student what she or he thinks—particularly in response to another students’ comments—or to make use of a small group format. Students tend to speak more readily when among their peers and then, with the support of their group, are more eager to share their thoughts and reflections with the class as a whole when we get back together.

Finally, student presentations can be a good way to prompt discussion on issues in which the students themselves are interested. In my undergraduate classes, I require each student to present the reading once over the course of the semester. I ask the students to come prepared to present the major point or arguments of the assigned text and to pose to the class three or four questions she thinks merit discussion.

Last updated 11.24.09