2020 Conference Archive
Copyright
This work is archived and distributed under the repository's Standard Copyright and Reuse License (opens in new tab). End users may copy, store, and distribute this work without restriction. For all other uses, permission must be obtained from the copyright owners or their authorized agents.
Conference Tracks
Learning Theories and Pedagogy – Research
Abstract
Mandatory college courses are often notorious for poor academic performance, engagement, student satisfaction and retention. Traditional pedagogies—framed by the modern Western notion individuals succeed or fail according to their own efforts—tend to focus on the individual and ignore the group. We tend to see the “class” as a disconnected set of individuals instead of a group—the development of which has a huge impact on student performance and success. I demonstrate that classes reaching higher stages of group development evince significantly higher overall average grades—plus greater engagement, satisfaction & retention compared to classes mired in lower stages of group development.
Session Format
Research Brief and Reflection Panels
1
Location
Scarbrough One
Publication Type and Release Option
Event
Recommended Citation
jones, lars r. Ph.D., "Maximizing Performance in Required Courses: Quantifying & Enhancing Group Development" (2020). SoTL Commons Conference. 48.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/48
Maximizing Performance in Required Courses: Quantifying & Enhancing Group Development
Scarbrough One
Mandatory college courses are often notorious for poor academic performance, engagement, student satisfaction and retention. Traditional pedagogies—framed by the modern Western notion individuals succeed or fail according to their own efforts—tend to focus on the individual and ignore the group. We tend to see the “class” as a disconnected set of individuals instead of a group—the development of which has a huge impact on student performance and success. I demonstrate that classes reaching higher stages of group development evince significantly higher overall average grades—plus greater engagement, satisfaction & retention compared to classes mired in lower stages of group development.
