This 100th AWTT will consider the lecture form as it operates or can operate within today’s academic environment. If, in fact, our students have changed substantially in terms of their preparation for and expectations for the educational process, how then do we best communicate with them? What does this then mean for the lecture most specifically in the humanities?
For many years—even before the new millennium—the lecture form has been criticized for its role in perpetuating passive student learning. And yet the genre of the lecture has persisted as a primary pedagogical mode for the oral delivery of a cogent argument and as a critically efficient mode of disseminating necessary information.
This talk will consider the utility of the lecture and some possible best lecture practices in a time when during lectures tudents havetheir laptops open to surf the web, where attention spans have become increasingly short, and where the rise of technology has outpaced the development of the lecture as a pedagogical method.