This article describes a seminar approach for teaching small classes of advanced undergraduates modeled on graduate seminar-style courses. Students act as daily discussion leaders for assigned readings, first in small teams and later individually, and the instructor acts as facilitator. Students received evaluations based on both their active discussion and written assignments. Student survey responses revealed high levels of satisfaction for the courses and with the instructors, as well as the perceived amount of new information learned. Students also commented positively on the discussions and the seminar format. The technique is applicable to teaching any advanced undergraduate topic, appeals to students, and emphasizes the active role of student learners.
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