Topic Leader: Small Role, Big Impact
- Christine Lin
- Jul 29
- 4 min read
The “Topic Leader” is a collaborative teaching strategy where students take turns leading class discussions. Each leader prepares questions/prompts, facilitates peer dialogue, and navigates core content—while the professor provides guidance and structure.
What I Learned as a Topic Leader: Designing Learning with Media & Technology
In the course, "Design Process for Learning Experience," taught by Professor Maaike Bouwmeester at NYU Steinhardt in Spring 2025, every student had the opportunity to become a “Topic Leader” for one week. At the start of the semester, we were invited to choose a weekly topic that aligned with our interests and the course materials. We were also encouraged to choose our own partners. My partner and I selected Week 9: Media & Technology in Learning.
Each week, a different student group took the lead, and there was typically one class session per week. As Topic Leaders, our job was to guide our classmates through a discussion and learning activity that deepened their understanding of that week’s theme.
Preparing for Our Week
The week before our session, we carefully reviewed the assigned readings and began designing a slide deck that would form the backbone of our in-class presentation. We also shared our structured slides with Professor Maaike on Slack for feedback the weekend before class —these included key concepts and an outline of an interactive activity we designed to engage the class.
Figure 1
Assigned Reading Materials for Week 9 – Designing for Learning Experience. Source: Screenshot from NYU Brightspace course site, Spring 2025.
Figure 2
A book: Medium or technology? From Chapter 7.3 of Teaching in a Digital Age (Bates, 2022). Source: https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/8-6-media-or-technology/
For our topic, Media & Technology in Learning, we introduced the basic concepts and characteristics of various types of media used in education—text, graphics, audio, video, computing, and social media. Then, we led a group activity focused on analyzing media characteristics through three dimensions.
Time and Place Dimension
Broadcast vs. Interactive Dimension
Media Richness Dimension
This framework helped students collaboratively explore how different technologies function in learning environments.
In-Class Experience & Reflection
Topic Leader sessions usually started about 20 minutes into class. While we facilitated the activity, Professor Maaike occasionally jumped in to clarify concepts or add depth. Afterward, we received feedback—not only from the professor but also from observing our peers’ responses. One key takeaway for me: even when instructions feel “clear enough,” they often aren’t.
For example, during our session, I thought the activity steps were straightforward; students were asked to pick the most suitable media for the given scenario and answer three questions about the three dimensions of media characteristics. But in practice, several classmates were confused about what to do. I learned that providing simple, explicit instructions with concrete examples is crucial in instructional design—especially in real-time settings.
Final Thoughts
Being a Topic Leader gave me hands-on experience in translating instructional theory into classroom practice. It also highlighted the gap that can exist between well-designed plans and real-world teaching dynamics. This experience reminded me that learning design isn’t just about content—it’s about clarity, engagement, and flexibility.
Figure 3
Topic Leader Sign-Up Overview. Source: Screenshot from NYU Brightspace course site, Spring 2025.
What Makes It Engaging for Students?
From a student’s point of view, being the topic leader isn’t just another homework assignment but a chance to teach. When I know I’ll be leading the conversation, I tend to dig deeper, anticipate questions, and organize my thoughts more clearly.
The practice boosts participation by giving each student a moment to lead, speak, and be heard. It transforms passive listeners into active contributors, and that shift changes how we relate to the material—and to each other. Brookfield and Preskill (2005) argue that meaningful discussions build a sense of community and shared inquiry, which is what I experienced during our topic leader sessions. Through that process, I also realized how important it is to express ideas clearly enough for classmates from diverse backgrounds to follow and engage.
Behind the Scenes: How Professors Run It Smoothly
Professors typically assign topic leader roles early in the semester, along with clear expectations. For example, leaders may be asked to prepare three open-ended questions, a five-minute topic introduction, and a one-page summary handout—or even design an engaging, low-pressure activity to help classmates better understand the material. Some instructors also offer “topic prep office hours” to support students as they plan.
During class, professors play a subtle yet essential role: they step in when needed, guide the discussion gently, and ensure learning outcomes stay on track. The best ones know when to intervene—and when to let the students lead. This aligns with Brookfield and Preskill’s (2005) view that effective classroom discussions require a balance of teacher guidance and student autonomy.
Benefits and Drawbacks: What I’ve Observed
What works well:
Boosts class participation and accountability
Improves presentation, research, and facilitation skills
Encourages open dialogue, diverse perspectives, and creative interaction (Brookfield & Preskill, 2005)
Where it can fall short:
Inconsistent quality depending on the student’s preparation
Some topic leaders rely too heavily on notes or PowerPoint
May cause anxiety for introverted or ESL students without extra scaffolding
In short, it works best with clear structures, balanced support, and room for flexibility.
Beyond the Basics: Adaptations and Creative Twists
Some instructors go beyond the standard format by:
Allowing co-leaders to encourage collaboration
Adding “respondents” who challenge or summarize key points
Using AI tools (like ChatGPT or Perplexity) to help students prep questions and summaries
Turning topic discussions into reflective blog posts, podcasts, or video dialogues
Topic Leader practice gave me a chance to step up, lead a conversation, and make learning feel shared. That experience stayed with me more than any reading I did.
References
Brookfield, S. D., & Preskill, S. (2005). Discussion as a way of teaching: Tools and techniques for democratic classrooms (2nd ed.). Jossey-Bass.
Bates, A. W. (2022). Teaching in a digital age – Third edition. BCcampus.