Successful Group Projects
On November 18, 2008, Dr. Jim West from Instructional Design and Technology moderated a C.H.A.T. session on the challenges of managing student group projects. The discussion included when to include group projects in a course, how to manage project teams, and creative approaches to assessing both group outcomes and individual contributions.
Highlights and Points of Discussion I. Why group projects?
75% of students say they don't like group projects; however, almost all will have to work successfully in teams in the workplace.
Students have a variety of negative experiences in their past -- mostly dealing with unbalanced participation among group members. When these issues are dealt with effectively, group collaboration can be engaging and produce more effective outcomes than an individual can produce alone.
II. Facilitating Group Projects
In forming groups, Dr. West suggests putting students in groups with similar interests and capabilities. In his experience, groups with three members work the best.
It is important to prepare students for group work. Start the semester talking about working in teams and discussing ways to manage conflict. Provide students links to resources on effective team work
Give the group a non-threatening, low impact task to begin with. This allows the group to move through the "forming" and "norming" stages.
Assign a project manager in each group. Require the students to discuss group goals and roles, and to post this information on a wiki or submit it to the instructor.
Require groups to keep records of their process. Project plans and progress should be updated frequently so team members and the instructor can see it.
III. Assessment Strategies for Group Projects
Plan to assess both the group PROCESS and OUTCOMES.
Grade the group on the final outcome; but grade individuals on their role in the process. Base part of their grade on how well they collaborated.
Use planned checkpoints as part of the assessment...for example: group roles, project or action plan, first draft, final draft, etc. Require students to sign-off on check points and to post status reports as part of their grade.
Consider using a Process Check Quiz (see example below) to evaluate individual contributions to the group projects. Students get an individual score based on their understanding and role in the project.
IV. Final Thoughts
It is important to be sensitive to student talents, skills, and capabilities. Have high expectations, and students often rise to the occassion. Be watchful of conflict, and intervene only if the group is not capable of proceeding on their own.
Handouts and Resources
