Teaching & Learning Blog

Admit it, group projects can be a drag--not only for your students, but also for you as the instructor. So why do we do them? To quote one of my class alums, “Life is one big group project.” Working with others in an academic, professional, and personal settings is unavoidable. We as instructors know there is inherent value for students in doing group work, but too often a poorly designed project allows for the negatives to overshadow the benefits.

Let’s first acknowledge the most common complaints we hear from students about group projects.

“Why are we doing this?”

“I do all the work.”

“I don’t have time for this.”

“My partners ghosted me.”

“Why does he also get an A when I contributed more?”

“I just want to do my own thing in my own way.”

“This topic is not what I want to do nor the group I want work with.”

Frankly, given the design of many group projects, these are often valid complaints. No student wants to feel burdened by a seemingly pointless and time-consuming project that has unfair grading. How can we design group projects that will be a positive experience for students (and for us), show them the benefits of collaboration, and give them to tools needed to deal with challenges that may arise? I’ve included a data analysis group project in my Quantitative Literacy course for 20 years. Having redesigned, revised, modified tweaked, adjusted, and adapted it many times over those years, let me share with you what I’ve learned.

How To Make Group Projects More Valuable (and Less Terrible!):

• Transparency. Take the time to explain the intention, purpose, and objectives of the project, specifically the benefits of collaboration as well as the potential challenges and how you will deal with them. Have a clear grading rubric for each part of the project.
• Incorporate low stakes group work throughout semester. Smaller, “one off” group experiences, even just “compare your answer with your neighbor” or “think, pair, share,” prepare students for the larger project to come. Once the larger project begins, they will have built rapport with their fellow students and seen some of the benefits of collaboration.
• Give students some choice in topic and/or group members. In my course, I give students a few topics to choose from. The students who choose the same topic constitute the group. By choosing the same topic, group members start with something in common.
• Start with individual work. Start the project early in the term with a few building block assignments that students complete on their own first. Give a grade, feedback, and the opportunity to revise that work before the group portion begins. This guarantees each student has something to contribute to the final product.
• Provide time for group work during class. Scheduling time to meet with other students outside of class can be a big challenge, especially for students with heavy class loads, jobs, and/or family responsibilities. Schedule some time during class for the group, even it is just time to assign tasks to be done by individuals between class meetings or time to check in on progress. This can keep members on task and on schedule. Also, it gives you the opportunity to monitor participation and progress among the group members. When all work is done outside of class, you have no idea who has done what and how much each member contributed.
• Use technology. Utilize Google docs, messenger apps, or Groups on your learning management system. These are great ways for students to communicate, share work, give and receive feedback, and edit work between in person meetings.
• Follow up with individual reflection. After submission, ask students to reflect on the experience—what went well, what was challenging, how well did they work with others, what did they contribute to the final product, what did they learn, what will they take to their next group project experience, any suggested changes to the project.
• Not same grade for all group members. For example, 25% of final project grade is based on the individual assignments, 10% based on participation in group portion, 10% on individual reflection, and 55% of grade based on final product produced by the group.

A well-designed project can mitigate the common complaints about group work and enhance the benefits. By giving students a choice and a voice, opportunities to help and be helped, flexibility and agency, and support and freedom, you just might find out how to make group projects more valuable.

Share your thoughts and ideas on group projects in the comments.

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As educators, one of the biggest issues we have recently had to tackle in our classrooms is the increase in academic misconduct. At our college, there was a 703% increase in academic misconduct reports from Winter 2020 to Winter 2021. Additionally, there has been a tremendous rise in ed tech companies that flourished during the pandemic. We feel like every time we look in the app store, a new “math solver” app appears. As educators, we can’t even keep up!

In a presentation with Pearson Senior Learning Designer Dr. Elaine W. Tan we discussed specific strategies to be proactive with students about academic integrity. One of those strategies was to introduce academic integrity at the beginning of the term. This proactive approach from day 1 has really made a difference in our classes. In this post, we will go into more specifics.

Define academic misconduct in your syllabus

It’s important to define different forms of cheating and why they’re problematic. It’s equally important to state the value of academic integrity for learning. Many students might not see a given behavior as cheating until you tell them. In fact, in a College Pulse study¹, students were asked how acceptable or unacceptable it is to Google homework questions to find the answers and use study websites to find answers to test or homework questions. Over 50% of the respondents said it was acceptable to Google homework questions and 44% said it was acceptable to use study websites to find answers to test or homework questions.

A syllabus statement about academic integrity, including a link to your institution’s student code of conduct, is an important first step to making sure your students are all on the same page. See the wording that we include in our syllabus.

Discuss academic integrity early

Dr. Tan’s research² found that most students don’t find cheating a problem, with only 15% saying they are very or extremely concerned about contract cheating. This may be because instructor’s aren’t talking about it. Only 1 in 5 students had instructors that discussed that cheating was problematic. Those are alarming statistics, and a good reason why it’s so important to begin the conversation early.

One way to begin that conversation is by setting aside time in the first two weeks of class to show them a video covering academic integrity. Presented in an engaging way, a video like this gets the students’ attention and is more effective than lecturing them. You can also find a math-specific academic integrity video in the MyLab^® Math shell for our textbooks Precalculus: A Right Triangle Approach, 5th Edition & Precalculus: A Unit Circle Approach, 4th Edition.

Build connections with students

More findings from Dr. Tan’s research show that one of the reasons students turn to academic dishonesty is because they feel a lack of personal connection, or a sense that instructors don’t know or care about them. This can be especially true with online learning and the isolation brought on by disruptions to learning over the last few years. We can address this proactively by creating a connection within the first days of class.

Something we started doing this past year is having a required 10-minute one-on-one meeting with each student within the first two weeks of the term. Within that meeting, we communicate to them that we are invested in their success and how the course material can help them achieve their real-life goals. We also talk about academic integrity with them. Get the template email we send out to our classes.

Set clear, specific instructions

Have clear and specific rules and instructions for assignments and exams so students know what is ok to use and what is not. This even comes down to stating “you cannot use the solve feature on the calculator to get the answer.”

One of the things we do is use an exam policy checklist that students have to complete before they’re able to take their test. This checklist states which resources are allowed and which are not, links to the student code of conduct, and clearly lays out the consequences for an academic misconduct violation. View our exam policy checklist.

By bringing in these strategies at the beginning of the term, we have found that the number of academic misconduct issues in our courses has decreased dramatically. Although academic dishonesty may never fully go away, it is important to talk about and provide students with the education to improve their actions.

Dive deeper

Watch the full presentation, Proactive and Positive Ways to Engage Students about Academic Integrity.

Get sample documents for communicating with your students about academic dishonesty

Sources

1. Academic Integrity. (2021). College Pulse.

2. Bakken, S., Tan, E. W. & Wood, A. (2021). A Research Review on Student Cheating. Pearson Learning & Research Design.

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