2.4.1 Inclusive Group Work

Rosser's  (1998) Links to an external site. research in science, engineering and mathematics suggests that if the dynamics of race and gender are well understood and utilized effectively, group work can enhance learning for all students. However, if these factors are disregarded or poorly grasped, group work may actually undermine the learning process. Instructors should engage with research on group work, paying particular attention to race, gender and other axes of difference in the classroom.

Here are some elements to consider when planning group work for your course:

1. How are you communicating to students the goals and benefits of group work for student learning in your particular course? 

• • Having an explicit conversation with students about the goals of a form of assessment (including group work) can help students better understand its benefits and its connection to the course’s learning outcomes.
  • For some students, the ability to work in diverse teams in future employment may be a good motivator.
  • You can highlight active listening as a skill, especially when it comes to people with different experiences and perspectives.

 

2. How are you helping set group expectations for their group work?

• • Setting some expectations through a collaborative process can help students feel some ownership over the process and may help them articulate points of tension if they come up within their group.
  • It may be helpful to set some clear expectations as the instructor as it helps set the tone for the class and signal to students what issues you take seriously.

 

3. How will groups be constructed?

• • Letting students choose their own group may lessen the risk of conflict but it may also lessen opportunities for students to learn to work with people different from them. It may also entrench patterns of marginalization in the classroom.

• • If groups are instructor-selected, inform yourself about group dynamics. For example, in engineering, female peers in small work groups enhance  women's motivation, verbal participation, and career aspirations. (Dasgupta,  Scircle, & Hunsinger, 2015)

 

4. What structures are you providing to students for working together in a team? 

• • Make time in class or during tutorials for group work and use that time to ensure that groups are working well together. Your commitment to making sure groups work well for student learning will help motivate students and create opportunities for feedback if something is not going well.
  • Use Canvas (or another online platform) to create a forum where student groups can discuss or work their project asynchronously.

 

5. How are you building students’ capacity to deal with disagreement and conflict within their group?

• • Establish clear expectations for group members, by setting ground rules and/or using team contracts.
  • Use group resumes or skills inventories to help teams delegate subtasks.
  • Help students build some empathy and understanding by openly discussing their constraints they are each dealing with.
  • Teach conflict-resolution skills and reinforce them by role-playing responses to hypothetical team conflict scenarios. UBC has a Director of Conflict and Dialogue Engagement who may be able to help you find ways to start building this capacity among your students. 
  • For more ideas, check out this resource Links to an external site. from Carnegie Mellon University.