Date(s) - 08/17/2021
12:00 pm - 2:00 pm
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There are 5 spaces reserved, 15 are still available.
This session is applicable to all course formats: Face-to-face, online, or blended.
This workshop takes place online using Zoom. Shortly after you register, you will receive an email confirmation with a Zoom link to participate. Please join the session 5-10 minutes prior to the start of the workshop to address any potential connection issues. Please have access to your syllabus (and any assignment descriptions) for practice during the workshop.
Collaborative learning in groups is a common practice in online and face-to-face course formats. Collaborative learning experiences have been identified as one of at least nine educational practices that yielded a significant impact on students and their learning.
In 2007, AAC&U’s identified several innovative, “high-impact” practices that were examined for their impact on learning and development. Based on the evidence in 2008, higher education leaders began recommending that at least two HIPs practices should be experienced by all students. Gains reported from HIPs participation “…has shown persuasively that HIPs improve the quality of students’ experience, learning, retention, and success, particularly for underserved students (Kuh 2008). Additional research identified HIPS are associated with improved graduation rates and narrowed achievement gaps between racial-ethnic groups. Kinzie (2012) emphasized, “ These kinds of educational experiences are especially powerful for students who may be the first in their family to attend college and those who are historically underserved in postsecondary education.”
Kinzie, J. (Fall 2012). High-Impact Practices: Promoting Participation for All Students. Diversity and Democracy, 15(3). Association of American Colleges and Universities. Washington, D.C.https://www.aacu.org/publications-research/periodicals/high-impact- practices-promoting-participation-all-students.
As a HIP, collaboratively learning in groups can yield gains in student learning that surpass what an individual may achieve. However, a number of common pitfalls often emerge that impeded successful group work and create frustration for both students and instructors. A casual design approach is often used that leads to unfairness, disappointment, and inequity. Few instructors have been given the core tools for setting up and facilitating high-impact learning in groups that would lead teams to their highest potential.
In Part I: Participants will identify common challenges in groups from an instructor and student perspective and be introduced to the five principles of collaborative learning that directly counter these common pitfalls and translate into specific project design strategies. You can reduce unfairness, inequity, unequal contribution, dominating members, piecemeal projects, and group conflict, and enable groups to surpass your expectations. Core essentials for setting up groups will be examined and Principle One will be fully explored with time for application to your group project assignment.
Part II: Participants will examine principles 2-5, including how to create and sustain individual accountability and scaffolded group tasks, assess and evaluate group members and group projects, construct group leadership roles, group cohesion, and enable group self-monitoring.
Active learning classroom instructors are strongly encouraged to attend. Participants are eligible to pursue the CETL Certificate in Small Group Learning.
Registration is closed for this workshop.