Improving Graduate Student Seminar Presentations through Training

Abstract

A training program to improve graduate psychology students' seminar presentations is described. The skills to be trained were derived from critical incident interviews with professors and included aspects of verbal and nonverbal behavior, time management, use of visual aids, providing information, and facilitating discussion. A behavior modeling learning design was used to teach the skills in a 1-day training workshop led by psychology professors. The training included an opportunity for students to practice the skills and receive video, peer, and instructor feedback. The training was evaluated favorably through professors' evaluations of student seminar presentations in classes and by students surveyed immediately after training and at the end of the school year.