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During the presentation itself, the theorists would say a few words setting the background to the paper – no need to present the papers in full as we had read them in advance – and then two students would present prepared responses. We wanted to read pre-published work, but we also wanted to ensure it was strong and well-developed.
My course introduces students to (a selection of) interdisciplinary topics which are relevant to business. I teach these in two weekly lectures, and my team of experienced teaching assistants lead a 2-hour small group topic seminar discussion (no slides!).
This led me to reflect on my previous teaching experience: how often had I asked students to really reflect on their learning and on the range of skills and experiences it provided?
How was your SACHA experience different your regular curriculum and courses? Foster: With SACHA it’s not all about what the university can give students through lectures and seminars but what the students can also give back to the university.
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