Co-Authors

None

Track

Research Project / Learning Theories and Pedagogy

Proposal Abstract

Research has shown that group discussions benefit students’ comprehension of material, critical thinking, and development of communication skills. However ensuring both preparation and participation by all, or even a majority of students, are often some of the most challenging aspects of class discussions. This participation is further complicated in larger classrooms, where individual voices may be less likely to be heard – either from the perspective of timing / logistics or from a students’ unwillingness to contribute. Awarding credit for class participation and / or soliciting participation from reticent students are potential solutions, but can be a complex undertaking if an instructor wants to divide a larger class into smaller discussion groups.

This poster presents approaches taken in an upper level course at Florida Gulf Coast University (FGCU) to both increase the preparedness of students for class discussions and promote participation of more students in class discussions. These roundtable activities are weekly occurrences and focus on both historical articles written by some of the most well-known researchers in the field to journal articles published within the last six months on transformative research or recent projects. Inclusion of both pre-class activities and the associated rubrics, as well as various in class approaches will be included.

Session Format

Poster Session

Location

Room 113

Publication Type and Release Option

Presentation (Open Access)

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.

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Mar 31st, 4:00 PM Mar 31st, 5:00 PM

Various Activities to Facilitate Participation in Group Discussions

Room 113

Research has shown that group discussions benefit students’ comprehension of material, critical thinking, and development of communication skills. However ensuring both preparation and participation by all, or even a majority of students, are often some of the most challenging aspects of class discussions. This participation is further complicated in larger classrooms, where individual voices may be less likely to be heard – either from the perspective of timing / logistics or from a students’ unwillingness to contribute. Awarding credit for class participation and / or soliciting participation from reticent students are potential solutions, but can be a complex undertaking if an instructor wants to divide a larger class into smaller discussion groups.

This poster presents approaches taken in an upper level course at Florida Gulf Coast University (FGCU) to both increase the preparedness of students for class discussions and promote participation of more students in class discussions. These roundtable activities are weekly occurrences and focus on both historical articles written by some of the most well-known researchers in the field to journal articles published within the last six months on transformative research or recent projects. Inclusion of both pre-class activities and the associated rubrics, as well as various in class approaches will be included.