Employers love collaborators. Communities needs collaborators. Democracy requires collaboration.
Students hate collaboration.
And faculty feel . . . well . . . meh?
We know that collaboration is powerful. We know that it both provides students with skills they need and deepens their learning by
How much has our thinking about participation changed? Start with your students: Do they equate participation with anything other than raising their hands to answer a question or being called on for a comment? Recent years have seen calls to broaden definitions of participation, but
Last week I happened onto something I’d written years ago about study buddies—two students who agree to study together in a course. I was describing a community college first-year seminar program that partnered students in the seminar and a general education course linked to it.
“Welcome to class, and by the way, when you review the course syllabus, you will see that one-third of your mark will come from group work.”
For many of us teaching in a postsecondary setting, the course syllabus review that includes a component of group
How do we get students to collaborate on group projects? Too often their involvement feels forced, their engagement superficial, and their interest minimal. Students do not learn content or develop collaborative skills unless they connect with the task and one another.
The line between collaboration and cheating is fuzzy. It’s still clear at the edges, but messy in the middle. When students are working in groups, searching for a solution to a problem, looking through possible answers for the best one, or sorting out material to
With globalization impacting almost every field, internationalization of the curriculum has become a goal shared by many colleges and universities. Many institutions look to study abroad programs to increase students’ awareness of and sensitivity to international issues and their understanding of different cultures and points
“I’d really rather work alone. . .”
Most of us have heard that from a student (or several students) when we assign a group project, particularly one that’s worth a decent amount of the course grade. It doesn’t matter that the project is large, complex,
I’ve been doing some reading on group test-taking (often called cooperative or collaborative testing in the literature). I am stunned by the number of studies and the many ways the strategy has been used. I’m not going to summarize the research in this post, but
Like many matters regarding teaching and learning, there isn’t one best way to put students into groups. The best way is related to what you want students to learn from their group experience. Here’s a brief discussion of how that works for three common ways
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