A year after being thrust into virtual learning, professors and students agree online learning and Zoom classes are workable, but it is just not the
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
group work strategies
For most of us, the fall 2020 semester required a major shift in how we do our job as faculty members. We had to come
I would like to begin with one of the age-old dilemmas facing instructors. We all probably concur that teamwork is a key skill needed in
With PhD in hand, I joined the academy without any real teaching training. As I sought to establish my teaching routine and define my teaching
Participating in team projects offers students the chance to develop interpersonal communication skills (Figueira & Leal, 2013), build relationships with classmates, and increase the level
The idea for sharing this post came from a session I recently conducted at the annual teaching conference organized by my university. A pedagogical conundrum was raised by a colleague whose enthusiasm and question stayed with me and inspired me to write this post. The question posed by this colleague is relevant to all instructors who have ever used group work to assess their students: How should one deal with the issues that arise when members of a group are not picking up their share of the responsibilities during a group work project?
Recently, in my first-year seminar class, I had an opportunity to re-think my use of group projects. I had set up the task perfectly, or so I thought. I’d anticipated all the typical group project challenges, designed solutions to those challenges, and convinced myself that the final group assignment would be smooth sailing. Except it wasn’t.
Students don’t always like working in groups. Ann Taylor, an associate professor of chemistry at Wabash College, had a class that was particularly vocal in their opposition. She asked for their top 10 reasons why students don’t want to work in groups and they offered this list (which I’ve edited slightly).