Getting active learning going: design and practice issues

This paper reports on course design and implementation issues arising in the development and teaching of a new unit in professional communication. The program in which the unit is offered is itself new: an undergraduate major in public relations. The paper is based on the outcomes of collaboration between the teaching academic and his educational development advisor. It shows that while there were some glitches, largely at the beginning of teaching, students responded well to active learning opportunities – and particularly well when given the chance to do peer assessment.