Abstract
This article examines student-led seminars as one way of operationalizing discourses of active learning. The format of the seminars is described in detail, including an example of the kind of discussion organized by students. Evaluation follows, touching on learning outcomes, assessment, personal reflections and comments from students across two cohorts. Two key issues are highlighted as the importance of the learning space (or ‘built pedagogy’) and the challenge of getting students to recognize student-led seminars as a learning opportunity.
Acknowledgements
The author thanks the editor and two anonymous reviewers for their constructive comments. Thanks also to Dr David Bell, School of Geography, University of Leeds for his support of this research.