Using Student Teams in the Classroom: A Faculty Guide

Teamwork builds cooperation, problem solving, active learning, and responsibility; such skills are increasingly important in both the classroom and in the workplace. For faculty who want to actively engage students with both the material and one another by using teamwork, this book answers many questions including: What happens when one student dominates the group?What do we do about students who sit back and are passive or resistant?How can tasks be designed to elicit full participation and engagement of every student in the group?How do we evaluate group work?
The examples in this book are drawn from a wide variety of fields, including architecture, biology, ceramics, engineering, and English. The range of imaginative strategies— all of which include students working in groups— is evidence of the wealth of ways in which cooperative learning can be incorporated in college classrooms. The authors marry diverse examples and practical applications with solid explanations of the caveats of cooperative learning and a deep respect for how such pedagogical changes will challenge long–held beliefs and practices.
The examples in this book are drawn from a wide variety of fields, including architecture, biology, ceramics, engineering, and English. The range of imaginative strategies— all of which include students working in groups— is evidence of the wealth of ways in which cooperative learning can be incorporated in college classrooms. The authors marry diverse examples and practical applications with solid explanations of the caveats of cooperative learning and a deep respect for how such pedagogical changes will challenge long–held beliefs and practices.

Spis treści:
About the Authors.
Foreword.
Preface.
Acknowledgments.
Part I: Teamwork Theory and Discussion.
Chapter 1. Teamwork Theory and Discussion.
Part II. Building Effective Teams.
Chapter 2. Tec hnology and Teamwork.
Chapter 3. Exercise for Students: How Do I Learn Best?
Chapter 4. Guidelines for Student Teams.
Chapter 5. Group Exercises.
Chapter 6. Managing Conflict.
Chapter 7. Team Evaluation.
Chapter 8. Top–Notch Tips for Team Learning.
Part III: Teamwork in the Disciplines.
Architecture.
Behavioral Ecology.
Introductory Ceramics.
Child and Family Studies.
Distance learning, Technology, and Teamwork.
Education.
Engineering.
English and Textual Studies.
Fine Arts.
Health and Exercise Science.
Higher Education.
Management.
Mathematics.
Nursing.
Nutrition and the Hospitality and Food Service.
Management Programs.
Public Affairs.
Sociology.
Writing.
Part IV: Articles/Resources.
Chapter 9. Enhancing Performance in Small Groups.
Chapter 10. Spectators and Gladiators: Reconnecting the Students with the Problem.
Chapter 11. Betty Mile’s Worst Nightmare: A Cooperative Learning Dilemma.
References.
Index.

Nota biograficzna:
RUTH FEDERMAN STEIN interviewed Sandra Hurd for her dissertation, Conditions that Facilitate the Implementation of Innovative Freshman Experience Courses. At that time Sandy, as part of her course load, taught and advised a recitation section in Syracuse University’s School of Management introductory management course. Later she became the course director and worked with Ruth on the course manual and a handbook of teamwork in college that evolved into this book.
Ruth currently works at the Center for Support of Teaching and Learning at Syracuse University. Some of her activities include organizing Focus on teaching sessions for faculty, helping to coordinate the university’s Vision Fund Project, and working with faculty to improve teaching and learning on the campus.
SANDRA HURD is department chair and professor of law and public policy in the School of management at Syracuse Univer sity and serves as faculty coordinator of the university’s learning communities program. She continues to direct the freshman management course and developed a learning community program for firs–year students in management.

Okładka tylna:
Teamwork builds cooperation, problem solving, active learning, and responsibility; such skills are increasingly important in both the classroom and in the workplace. For faculty who want to actively engage students with both the material and one another by using teamwork, this book answers many questions including: What happens when one student dominates the group?What do we do about students who sit back and are passive or resistant?How can tasks be designed to elicit full participation and engagement of every student in the group?How do we evaluate group work?
The examples in this book are drawn from a wide variety of fields, including architecture, biology, ceramics, engineering, and English. The range of imaginative strategies— all of which include students working in groups— is evidence of the wealth of ways in which cooperative learning can be incorporated in college classrooms. The authors marry diverse examples and practical applications with solid explanations of the caveats of cooperative learning and a deep respect for how such pedagogical changes will challenge long–held beliefs and practices.
The examples in this book are drawn from a wide variety of fields, including architecture, biology, ceramics, engineering, and English. The range of imaginative strategies— all of which include students working in groups— is evidence of the wealth of ways in which cooperative learning can be incorporated in college classrooms. The authors marry diverse examples and practical applications with solid explanations of the caveats of cooperative learning and a deep respect for how such pedagogical changes will challenge longR 11;held beliefs and practices.