This article first appeared in the Teaching Professor on November 25, 2019. © Magna Publications. All rights reserved. When students learn there will be group work in
There is abundant evidence that having students work in groups improves educational outcomes (R. E. Slavin, 1987; Springer, Donovan, and Stanne, 1999; R. Slavin, 1996;
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
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
Higher education has recently changed in faster and more dynamic ways than anticipated. COVID-19 is an immediate factor, but the access to information is more
I recently revisited something I’ve always considered a great resource. It originally appeared in a 1992 issue of the Teaching Professor and was published then
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?