Abstract
Recently Meredith (2, p. 869) reported that college students described the instructional format of 365 lecture courses as “mostly lecture with some group discussion.” In addition, students preferred significantly more discussion than they received. The seminar-and-discussion group format provides a small group setting, and increased social interaction among participants (1). The empirical questions were formulated: (a) How do college students describe the format of seminar/discussion groups? (b) Does observed format predict course/instructor satisfaction?