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One active learning experience I remember well was a microclimatology field exercise in Peru. In groups, we traveled to the Andes and measured climate variables for 24 hours in two different landscapes. We described and compared the sites, and then presented our findings through graphs, maps, and a final report. I found this very effective because it combined observation, teamwork, analysis, and a clear final product.

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I don't actually remember any group work.

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I don't actually remember any group work.

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I'm not sure what that says about me, as I am sure that I probably engaged in group work at some point in my education. But nothing stands out. What is more memorable are the issues I have had as the facilitator of group cases in MBA-level classes. Despite the risk/reward, there is always that one group that seems to implode.

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For calculus, our teacher would assign us work online that was to be done ourselves, but she then would give us work on paper that we could do in groups or with a partner, and they would get harder. I would find myself learning concepts from my math partner, we essentially taught each other if we didn't know a certain part.

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One of the most memorable in-class group work experiences I had was in a course where we were given a real-world problem and had to come up with a solution together under time pressure. In one class, for example, we were asked to analyze a case study and present a recommendation by the end of the period. Everyone in the group brought something different to the table, and hearing how others approached the same problem helped me see gaps in my own thinking.

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I do not have good experiences with working in small groups in class during my undergraduate education. However, now in my PhD program, holding Journal Clubs with my lab members helps in noticing new aspects of the problem that I wouldn't have thought about on my own.

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I liked doing group work in undergrad. One of my professors had us solve very challenging problems as a team and present upon it, which was a great way to expose us to somewhat of a research experience. In another class, we would work on problem in class and could ask the TA or the instructor for assistance as we worked in groups.

In grad school, none of my core classes had any group work. My one elective that had group work just used it as a team-based debate/presentation that wasn't very effective in my opinion.

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During my undergraduate studies, I found that when professors would assign students to groups that would work together throughout the semester instead of just during one class period it enhanced my learning and comfortability in the classroom.

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Working in small groups in classes with large lectures has helped me form study groups in the past. Through those connections, I was able to better understand material and connect with other classmates.

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The energetic collaboration that emerges with the exchange of creativity, ideas and finding people that agree/disagree with your thoughts, or can nourish it with their experiences and wisdom, and better ideas are born out of those.

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I liked working in a cohort with the same classmates every semester. Working collaboratively with others consistently helped us find a format that worked well.

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I did most of my group work in graduate school. While it was always beneficial to share our ideas about an assignment, I found the most benefit in developing relationships with my peers. Graduate school is stressful and it really helped to discuss not only assignments, but just school or every day topics too. This is what I hope to bring to my students as well through our group work.

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I learned the best when I did things with my hands. I always struggled with reading from the book, but could figure it out quickly if it was in front of me to physically see.

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I once co-taught an instruction course where the librarian had the students pair off in groups to identify specific elements of certain nursing databases (filters, search methods, scoping) and critique them, then the class came together and were very engaged in sharing their discoveries with the rest of class. It was a fun and lively session!

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What made it meaningful was when each student contributed equally.

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In undergrad human service courses, we had a group grantwriting practice. It was successful because each person took up a task within the 3 person group. Everyone was motivated to contribute and respectful of one another's work. The professor was also very supportive. 

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In undergrad human service courses, we had a group grantwriting practice. It was successful because each person took up a task within the 3 person group. Everyone was motivated to contribute and respectful of one another's work. The professor was also very supportive. 

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An assignment that stands out in my memory is an art project that I thoroughly enjoyed. It was a group art project where we analyzed the play August Osage County. This project fostered collaboration and allowed for a significant degree of creative freedom. It was both meaningful and a play, which I found particularly enjoyable. What made this experience truly memorable and impactful was that it was a tangible assignment that tapped into my creative side, which is one of my strengths.

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I have definitely had positive experiences with group work in graduate school as well as during Professional Development or Continuing Education sessions with my colleagues. I was part of a small cohort who collaborated in discussing the development of a supplemental course that was designed to help students succeed in their composition courses. Meeting with the same individuals each week helped to build trust and allow us to explore the best ways to build the course to be the most beneficial to students.

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In grad school, I had the opportunity to work with 4 other students on a consistent basis to develop and teach an intro level course. We were responsible for all components, from creating lectures from our chosen content and assessing learning. We collaborated effectively to learn different techniques from each other, and I found it to be a very helpful experience.

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I do not think I had any group experiences that enhanced my learning as a student. I had a few experiences, but they were so poorly structured that the groups never functioned well.

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As a theater major, many of my group projects were full-scale productions. We quickly learned that the projects were too large to tackle alone and we had to be in constant communication with all aspects of the production team in order to keep the project on track and avoid hiccups that would result in wasted time. Equally shared responsibility for a quality final project on time was our common and agreed-upon goal.

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I have mixed feelings about group work. I really enjoy when everyone is engaged and we function as a team. But in some cases, some people don't have the same level of interest to be part of the group. 

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I have mixed feelings about group work. I really enjoy when everyone is engaged and we function as a team. But in some cases, some people don't have the same level of interest to be part of the group. 

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Teamwork is very valuable for my learning. It helps with broadening ideas, having other perspectives, and being able to connect with other people.

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round table focus group exercises have been very effective in brainstorming practical solutions to real world challenges. Group your students into round tables, present them with the real world challenge and have each round table team brainstorm and come up with a practical real world solution to the issue. 

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round table focus group exercises have been very effective in brainstorming practical solutions to real world challenges. Group your students into round tables, present them with the real world challenge and have each round table team brainstorm and come up with a practical real world solution to the issue. 

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Being able to hear different views about ideas was helpful throughout my college career. Most of my graduate school classes required group projects. This has led me to require more group work in the classes I teach.

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Being able to hear different views about ideas was helpful throughout my college career. Most of my graduate school classes required group projects. This has led me to require more group work in the classes I teach.

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One professor I had in my undergrad in a physics class/lab would always pair us up with different people every few weeks for different experiments, and I found talking to different people helped enhance my learning experience.

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My psych for leadership course focused on group work, allowing us to try out issues before learning about them. We reviewed what we did wrong as the lecture progressed, finding answers more easily at the end of the class.

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I was in a peer education environment and we were asked to create body charts about how we were feeling. Being so collaborative and visual in a wellness space was so meaningful but it was also a new type of expression that I'd never encountered, it was a great way to explore new methods of educational expression.

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Group work was successful when there were clear instructions, guidelines, and deadlines to follow that enhanced the ability to work with a time constraint. There was less of a need for clarification, allowing me to maximize the time available to work with peers who also were on the same page as me.

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A lot of my classes relied on group projects and presentations, my favorite was a grant proposal which we had to think about from scratch and submit. The activity still comes to use as I wrote my applications and now writing grants.

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One memorable experience I remember is a politics class from my junior year in college. All four of us immediately divided up the content and the tasks. It felt collaborative and productive. What made this experience successful was that everyone was engaged in the task, eager to do their part, and interested in the subject matter. We turned in the assignment on time.

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I found in-class group work to overall be unhelpful, and a bit disadvantageous. I worked best alone and once having gone through the assignment, then go over my thoughts with another student, that I ideally chose.

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It was helpful to be able to choose a partner to work with and challenge and also have a profesor (or TA) available to help and explain concepts in different ways.

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Many of my undergraduate lab courses required partner work at least. These partners would be consistent through the semester. Getting the chance to get to know and work with the same people and even other surrounding groups made communicating ideas and questions much less stiff. It greatly facilitated the flow of ideas and methods between people and gave me insight that I would not have gained alone or with a new stranger every class.

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I've always enjoyed getting to talk through difficult example problems in small groups, especially when we're learning a new concept.

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My most influential memory of group work during undergraduate was during difficult labs in which we were split into small tables and continuously worked closely with the same people. These discussions encouraged friendships and allowed us to brainstorm solutions to difficult problems.

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I think the most successful group projects I've participated in had the most communication. As long as my group mates were honest about what they could do and what they have done we excelled and made the project more fun.

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I've always enjoyed in-class group projects and presentations. Being able to bounce ideas off of other people in a small group setting helps me reframe how I think about different problems

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When facilitated correctly with everyone having equal amount of time to speak, in class group work made the pieces of knowledge come together naturally. It was fascinating to see different personal experiences resulting in different solutions for the same problem. It is also very satisfying if you can successfully merge different approaches to create a comprehensive solution.

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When facilitated correctly with everyone having equal amount of time to speak, in class group work made the pieces of knowledge come together naturally. It was fascinating to see different personal experiences resulting in different solutions for the same problem. It is also very satisfying if you can successfully merge different approaches to create a comprehensive solution.

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In a calculus class, my professor split our class into groups that we would sit with throughout the semester and with whom we would work on problems. I often felt more comfortable asking my group mates questions about the material than the professor and I think this opportunity helped me understand the content more thoroughly.

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Working with other students in the laboratory was very helpful, as they allowed me to fill in gaps in my knowledge of lab skills. Group work also allowed us to complete intensive experiments in a reasonable amount of time, making more advance science accessible to undergraduate students.

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In a biochem class, we had a group project where we had to present on an enzyme. However, it wasn't just a typical presentation. We had to make it fun and exciting with the goal being that we could convince the class to vote for ours as the best in terms of content and style. So it made the research more exciting because we got to pair the information with a fun story to tell.

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Working with the same group over the course of the semester

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Working with the same group over the course of the semester

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Collaborating with the same group throughout the course of the semester helped build my confidence in sharing and engaging in meaningful/deeper discussion. Repeated interactions allowed us to overcome the initial awkward phase of collaboration and feel more comfortable with one another, and also allowed us to thoughtfully push back and engage more critically with the opinions our group mates were sharing.

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I started a reading group during my master's work that was exceptionally helpful--being able to create a group with friends with low expectations really helps. In my past GTA experience, I've found that mandated group work often creates friction, but giving students the option to work with others, particularly their friends, can create a space where students interact with material in an an enjoyable, low-stress way.

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In one of my grad courses, the instructor had group-led office hours, where teams took turns leading office hours for that week (reviewing difficult questions in past homework, reviewing concepts, helping with the current homework, or just discussing a topic of interest). I found these really helpful because every member could easily participate and it wasn't just dominated by one person talking.

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I have found solo work on practice problems followed by larger group review to be helpful.

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I believe it was hands-on, collaborative activities that had the greatest impact. It was activities that forced us to get our of our comfort zones and rely on one another to accomplish a shared objective that sparked healthy ideation, creativity, and teamwork.

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Some memorable experiences of group work for me were during labs and group projects. These experiences were successful because we were able to share our knowledge and help each other understand areas that might have been harder to understand if we had worked alone.

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During my undergrad, there were very few instances of group work. When there were, it seemed the whole class would sigh. No one enjoyed it. I would like this to be different in my grad school experience! However, small group sessions in Spanish were very helpful and ways we got to know other classmates more.

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in the past semester, i have done some rather fulfilling group work; i appreciate when everybody in my group was invested in what we were working on despite all of our busy schedules. we all wanted to do a good job and we were all there to support one another whenever the work got too tough.

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The best group work was highly scaffolded so everyone had to pull their weight.

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I liked when the professor asked a question and allowed us to then form pairs or groups of 3 to talk about/tackle it amongst ourselves. I got to hear different perspectives which helped me understand the matter differently.

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One of the most successful learning experiences I have had was when I was put in a diverse group of students. Each one of us had different ideas, strengths, and weaknesses, etc. We were all able to learn from each other and utilize our strengths.

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In one of my classes last semester, we had groups that we would interact with every week. I found that to be beneficial because we were able to create a collaborative space that enabled us to openly discuss the material without fear of judgement from each other.

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My professor had us form groups of two, with one person tasked with defending some view and the other person tasked with arguing against it. This structure was nice in that it gave us a chance to practice the skills of critical reflection in a small, low-stakes setting. It also was helpful when both people agreed on the view, and so one person was tasked with arguing for a position they didn't ultimately hold.

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The field in which I received my masters degree is very hands-on, so lab-based and scenario groupwork was particularly helpful. Working together allowed us to practice, problem-solve, and think through complex situations from a variety of lenses.

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Seeing real-world applications of decisions/ processes.

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I think for me, the most influential/memorable in class group work was problem solving group work. I think it was helpful to allow students to work through problems together, giving them a chance to help/teach each other and discuss together. That was inspiring to me as someone who is passionate about teaching.

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I did group work in sections of a graduate course with no teacher present. It was eye-opening to see how we could teach ourselves valuable things together without a professor's guidance.

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Working with another person in hands on activities helps me and the other student understand the material better. We can ask each other questions and encourage each other.

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Having students be assigned to specific roles in their group takes some pressure off and prevents one student from dominating the group or from being left to do all the work.

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Meeting as a group to discuss research articles.

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Feeling heard.

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During high school I participated in an extra-curricular Federal-Provincial conference simulation and during my undergraduate studies I participated in an extra-curricular Model Parliament. These had a tremendously positive impact on my curricular studies (positively impacting my motivation, persistence, research and oral presentation skills, as well as my knowledge base). As a result of my positive experiences I incorporated simulations into several of my courses when I became a professor.

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I didn't have much experience with group work. Most of my education steered away from this idea. I'm eager to learn more to see if/how it can be incorporated successfully.

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Most of the memorable group work activities in my undergraduate university were based on games like Jeopardy, Family Feud, etc. These activities made learning and recall interactive and fun.

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Group work was most successful for me when it was a group project that we were all working on together and had an end goal in mind.

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One professor in graduate school has been excellent at breaking us up into small discussion groups to talk about a text and answer certain questions about it together. This helped me to learn more from my fellow students and get more out of the text at the end of the day.

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One professor in graduate school has been excellent at breaking us up into small discussion groups to talk about a text and answer certain questions about it together. This helped me to learn more from my fellow students and get more out of the text at the end of the day.

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Working in pairs has had a positive impression on my academic career. Through working in pairs you are more comfortable asking questions to each other and exploring different approaches.

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Times when I got to practice what I was learning.

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Times when I got to practice what I was learning.

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In teacher training, we worked in small groups to create hands-on learning based on the math curriculum for a given grade. We had to think hard, consider outcomes, work with no budget, create a handbook, share it with our cohort, and lead a series of math activities with our math prof observing, who was one of the contributing consultants of the math curriculum.

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My PhD supervisor held a few reading groups for her PhD students which were very helpful. We all had different areas of study but read the same text, so drew different things from it. However, in my earlier experiences at college, group work was almost never used, as many of my classes were in large lecture halls with fixed seating, and I don't remember group work being used in my smaller classes (because it was "back in the old days"!)

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As a student long ago, I can remember very very few experiences with in-class group work. One exception was when I was learning to be a language teaching assistant as an undergrad. We had to develop lessons before class to deliver to groups of classmates in class, taking turns. Pretty intimidating. But because we were all putting ourselves out there and receiving honest feedback from peers it turned out not to be all that scary and I learned a lot.

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During my graduate studies, I was partnered with one same peer almost for the whole semester.  Our consistent collaboration not only deepened our understanding of the subject matter but also strengthened our rapport. By working closely together, we developed a strong sense of trust and communication while sharing knowledge. This partnership also created a supportive learning environment and an enjoyable learning experience.

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In graduate school, working together to build courses was so helpful; we were all new educators, and in that emerging expertise, group thinking, collaboration, and sharing of ideas/inspiration, were essential. 

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In graduate school, working together to build courses was so helpful; we were all new educators, and in that emerging expertise, group thinking, collaboration, and sharing of ideas/inspiration, were essential. 