Teacher-Scholar: The Journal of the State Comprehensive University


I have found student presentations and primary literature to be a lethal combination. I am certain others are familiar with the pain of watching a student stumble through an article while the rest of the class feigns interest. My experience has been that the greatest benefit of student presentations of journal articles has been only to the presenter. The presenter, who puts in the effort to produce a strong presentation, becomes the “expert” in the room, but unfortunately, once the presentation is done, he too joins the ranks of the pained audience. Yet, like Kevin Brown, who in the Fall 2010 issue of Teacher-Scholar, encourages his readers to include primary literature in their classes in order to “keep up with the scholarship” (p. 67), I am convinced that the inclusion of primary literature, if done successfully, not only benefits faculty development, but also engages and better prepares the student.