Group Project Strategies: Group Project Strategies: Letting Students Letting Students

take the Leadtake the Lead

James FalkofskeJames FalkofskeMetropolitan State UniversityMetropolitan State University

Realizing Student Potential Conference Realizing Student Potential Conference MCTC February 2006MCTC February 2006

Location: T5140 8:30–9:45 AM

OverviewOverview• Problems Problems • Why we should continue to useWhy we should continue to use• The $4,000 answer to project The $4,000 answer to project

procrastinationprocrastination• Falkofske’s 5-part modelFalkofske’s 5-part model• Comments on modelComments on model• Small group brainstormingSmall group brainstorming• Large group sharingLarge group sharing

What do students say about What do students say about Group Projects?Group Projects?

Problems arise in Group ProjectsProblems arise in Group Projects

• Students resist group project workStudents resist group project work• Group members face unequal Group members face unequal

distribution of work distribution of work ((slackersslackers vs. vs. perfectionistsperfectionists))

• Planning problems and personality Planning problems and personality conflicts conflicts

• Final deliverables failing to meet Final deliverables failing to meet instructor expectations, leading to instructor expectations, leading to lower grades and frustrated studentslower grades and frustrated students

So… why even

try?

Benefits Employers!Benefits Employers!• Top traits sought by employers:Top traits sought by employers:

– LeadershipLeadership– Strong Communication SkillsStrong Communication Skills– Team PlayerTeam Player– OrganizedOrganized– Detail OrientedDetail Oriented– Problem Solving SkillsProblem Solving SkillsBrown, Doug. “Six Common Traits Employers Look for in an Brown, Doug. “Six Common Traits Employers Look for in an

Interview.” Interview.” Fort Worth Business PressFort Worth Business Press; 6/13/2003, Vol. 16 ; 6/13/2003, Vol. 16

Issue 24, p7.Issue 24, p7.

Supports Good Pedagogy!Supports Good Pedagogy!• Students practice higher order learningStudents practice higher order learning

– Compare, analyze, contrast, debateCompare, analyze, contrast, debate

– Compose, design, arrange, construct, organizeCompose, design, arrange, construct, organize

– Rate, assess, reviseRate, assess, revise

• Students explore issues more deeplyStudents explore issues more deeply– ResearchResearch

– DiscussDiscuss

– ApplyApply

Develops Interpersonal Develops Interpersonal Skills!Skills!

• InterviewingInterviewing• SharingSharing• NegotiatingNegotiating• LeadingLeading• DelegatingDelegating

• CommunicatingCommunicating• CoachingCoaching• CompromisingCompromising• CommiseratingCommiserating• CelebratingCelebrating

Other Reasons to Other Reasons to Use Group Use Group Projects?Projects?

The $4,000 Hint*The $4,000 Hint*

• Assign students to projects based upon Assign students to projects based upon FREE blocks of timeFREE blocks of timethat individuals can do project workthat individuals can do project work

• No excuses that members “can’t meet” – No excuses that members “can’t meet” – because group is based upon their availabilitybecause group is based upon their availability

• Students can find common research / project Students can find common research / project interests as first group taskinterests as first group task

*Early in my teaching experience, two of five project groups *Early in my teaching experience, two of five project groups “imploded” on their semester-long MIS projects primarily due to “imploded” on their semester-long MIS projects primarily due to conflicting schedules. My teaching salary was approx. $4000 – conflicting schedules. My teaching salary was approx. $4000 – and my learning during this experience was equally valuable.and my learning during this experience was equally valuable.

5 Part Model5 Part Model

• Clear and incremental group Clear and incremental group deadlinesdeadlines

• Functional LeadsFunctional Leads• Ongoing peer evaluations / critiques Ongoing peer evaluations / critiques • Grading rubrics to clarify expectationsGrading rubrics to clarify expectations• Presentation to expert, then classPresentation to expert, then class

1. Clear & Incremental Deadlines1. Clear & Incremental Deadlines• 20% of project points 20% of project points

are awarded for meeting firm deadlines; points for each are awarded for meeting firm deadlines; points for each checkpoint are “all or nothing” to help enforce checkpoint are “all or nothing” to help enforce organization and avoid procrastinationorganization and avoid procrastination

– Week 4 – Project Description Due (2%)Week 4 – Project Description Due (2%)

– Week 6 – Research References Due (3%)Week 6 – Research References Due (3%)

– Week 8 – Draft of Project Plan and Week 8 – Draft of Project Plan and Peer Grading Rubric Due (4%)Peer Grading Rubric Due (4%)

– Week 12 – “Reality Check” Week 12 – “Reality Check” Outside Expert Evaluation Due (5%)Outside Expert Evaluation Due (5%)

– Week 14 – Delivery for Class Critique (6%)Week 14 – Delivery for Class Critique (6%)

2. Functional Leads2. Functional Leads

• Students identify personal strengths Students identify personal strengths (related to project needs)(related to project needs)

• Group reviews and assigns lead rolesGroup reviews and assigns lead roles• Each member is a lead in at least one Each member is a lead in at least one

functional areafunctional area• Lead has primary responsibility for:Lead has primary responsibility for:

– determining requirements in that functiondetermining requirements in that function– designing sub-tasksdesigning sub-tasks– delegating follow-up activities delegating follow-up activities

Possible Lead CategoriesPossible Lead Categories

• By Project By Project Requirements:Requirements:– Project LeadProject Lead– WriterWriter– EditorEditor– ResearcherResearcher– InterviewerInterviewer

• By Functions:By Functions:– Finance / Finance /

AccountingAccounting– OperationsOperations– Marketing / Marketing /

SalesSales– Information Information

SystemsSystems

3. Ongoing Peer Evaluations3. Ongoing Peer Evaluations

• 40% of project points40% of project points allocated to peer evaluations to encourage allocated to peer evaluations to encourage active and positive contributions to groupactive and positive contributions to group

– Incorporates peer pressure in affecting / Incorporates peer pressure in affecting / modifying behaviorsmodifying behaviors

– Groups can “fail” a member by awarding Groups can “fail” a member by awarding 0 points in the peer evaluations.0 points in the peer evaluations.

– Scoring system rewards balanced Scoring system rewards balanced participationparticipation

– Instructor “default” has a peer evaluation at Instructor “default” has a peer evaluation at each checkpointeach checkpoint

Peer Eval Process - 1Peer Eval Process - 1• At each checkpoint, group members can turn in At each checkpoint, group members can turn in

a peer evaluation forma peer evaluation form– Scoring based on “Scoring based on “Divide the PieDivide the Pie” ”

(distribute 100 total points to group members – not to self)(distribute 100 total points to group members – not to self)

– Highest and lowest scores droppedHighest and lowest scores droppedfor each student to help avoid skewingfor each student to help avoid skewing

– Points converted to Percentage (%)Points converted to Percentage (%)Remaining scores divided by highest score Remaining scores divided by highest score to find individual score % (max score is 100%)to find individual score % (max score is 100%)

– Student only sees final scoreStudent only sees final scoreIndividual peer ratings only seen by instructor, unless Individual peer ratings only seen by instructor, unless group members decide to share the evaluationsgroup members decide to share the evaluations

Unbalanced / ConflictsUnbalanced / Conflicts

Well-Functioning Group Well-Functioning Group

Equal ContributionsEqual Contributions

Peer Eval Process - 2Peer Eval Process - 2

• Groups can create their own peer grading Groups can create their own peer grading rubric and peer review / critique cyclesrubric and peer review / critique cycles

• Groups that do not create their own rubric Groups that do not create their own rubric must use instructor’s sample and must use instructor’s sample and timeframestimeframes

Peer Eval Process – 3 Peer Eval Process – 3 (instructor default)(instructor default)

• Section 1 – Participation: (25 points)Section 1 – Participation: (25 points)meaningfully contributes to group discussion and group decision-making by meaningfully contributes to group discussion and group decision-making by providing significant and appropriate input, independently providing significant and appropriate input, independently explores/researches and reports on issues that might impact project, and is explores/researches and reports on issues that might impact project, and is well prepared at group meetings including bringing all required materials well prepared at group meetings including bringing all required materials and resources for agenda itemsand resources for agenda items

• Section 2 – Organization: (25 points)Section 2 – Organization: (25 points)positively influences the planning and managing of project including positively influences the planning and managing of project including location of resources and maintaining professional standards in work location of resources and maintaining professional standards in work product, and shares leadership and decision-making responsibilitiesproduct, and shares leadership and decision-making responsibilities

• Section 3 – Communication: (25 points)Section 3 – Communication: (25 points)courteous, polite, and supportive of group members, and is honest and courteous, polite, and supportive of group members, and is honest and open about skills, work-load, and ability to maintain deadlinesopen about skills, work-load, and ability to maintain deadlines

• Section 4 – Production: (25 points)Section 4 – Production: (25 points)assumes duties and tasks suitable to abilities, assists team members assumes duties and tasks suitable to abilities, assists team members catch-up on deadlines, produces error-free professional quality materials, catch-up on deadlines, produces error-free professional quality materials, and helps ensure that work is completed on or before agreed upon and helps ensure that work is completed on or before agreed upon deadlinesdeadlines

4. Grading Rubrics 4. Grading Rubrics to Clarify Expectationsto Clarify Expectations

• 40% of Project Points 40% of Project Points allocated by instructor assessment using very high allocated by instructor assessment using very high standardsstandards

• Expectations are high, but not “perfect”Expectations are high, but not “perfect”Rubric categories indicate expectations that do not Rubric categories indicate expectations that do not require perfection, but encourage itrequire perfection, but encourage it

• 3 levels of achievement3 levels of achievement– Fails to meet expectation: 0%Fails to meet expectation: 0%– Meets but does not exceed expectation: 50%Meets but does not exceed expectation: 50%– Exceeds expectation: 100%Exceeds expectation: 100%

Examples of Instructor Examples of Instructor AssessmentAssessment

• Writing MechanicsWriting MechanicsProject documents have 3 or fewer grammar, spelling, Project documents have 3 or fewer grammar, spelling, and punctuation errors, and that formatting of and punctuation errors, and that formatting of documents meet requirements for project.documents meet requirements for project.

• Project ResearchProject ResearchResearch and related documentation has sufficient Research and related documentation has sufficient breadth and depth to meet professional standards for breadth and depth to meet professional standards for finished deliverables. At least 10 documents from finished deliverables. At least 10 documents from credible sources cited within project.credible sources cited within project.

Instructor Assessment - 2Instructor Assessment - 2• Organization and StructureOrganization and Structure

Project is clearly organized and includes a clear Project is clearly organized and includes a clear introduction, a overview of the project (abstract), and a introduction, a overview of the project (abstract), and a logical sequence of information in other sections. logical sequence of information in other sections. Requirements include table of contents, appropriate Requirements include table of contents, appropriate appendixes, bibliography, and glossary of terms and appendixes, bibliography, and glossary of terms and acronyms. acronyms.

• AppropriateAppropriateProject materials are developed in a level of language Project materials are developed in a level of language appropriate for the intended audience, utilizing appropriate for the intended audience, utilizing appropriate terms and formulas suitable to that industry. appropriate terms and formulas suitable to that industry. In formal research documents, a Flesch-Kincaid Grade In formal research documents, a Flesch-Kincaid Grade Level rating of 11 or higher is expectedLevel rating of 11 or higher is expected (as found in Microsoft Word > Tools > Spelling & Grammar).(as found in Microsoft Word > Tools > Spelling & Grammar).

Instructor Assessment - 3Instructor Assessment - 3• Logic and ConclusionsLogic and Conclusions

Project logically and sufficiently addresses the needs of Project logically and sufficiently addresses the needs of the intended audience while addressing and countering the intended audience while addressing and countering obvious objections or concerns. Conclusions are obvious objections or concerns. Conclusions are properly supported and realistic. Expectation requires properly supported and realistic. Expectation requires that any concerns raised during Expert Check are that any concerns raised during Expert Check are adequately addressed.adequately addressed.

• Learning ObjectivesLearning ObjectivesProject clearly demonstrates the incorporation of all Project clearly demonstrates the incorporation of all course concepts and principles suitable to the project course concepts and principles suitable to the project and meets stated learning objectives for assignment. and meets stated learning objectives for assignment. Expectation is to meaningfully reference and address Expectation is to meaningfully reference and address each learning objective at least once within the contents each learning objective at least once within the contents of the project.of the project.

Instructor Assessment - 4Instructor Assessment - 4• ProfessionalProfessional

Project deliverables include appropriate graphics, Project deliverables include appropriate graphics, charts, illustrations, and diagrams suitable to a charts, illustrations, and diagrams suitable to a professional presentation. Expectation is at least one professional presentation. Expectation is at least one visual for each 500 words of content.visual for each 500 words of content.

• UnderstandingUnderstandingIndividual team members are well informed about all Individual team members are well informed about all aspects of the project and can explain the work and aspects of the project and can explain the work and research completed by teammates. Expectation is that research completed by teammates. Expectation is that any team member can field and answer any questions any team member can field and answer any questions about project.about project.

Instructor Assessment - 5Instructor Assessment - 5

• DefenseDefenseTeam is able to adapt to the audience and immediately Team is able to adapt to the audience and immediately and sufficiently answer questions and concerns of and sufficiently answer questions and concerns of audience members / classmates. Expectation is that audience members / classmates. Expectation is that presenters remains persuasive rather than presenters remains persuasive rather than confrontational or dismissive.confrontational or dismissive.

• CreativityCreativityProject final form uses creative presentation of Project final form uses creative presentation of information or creative and non-intuitive solution to information or creative and non-intuitive solution to problem. Expectation is that presentation contains problem. Expectation is that presentation contains graphics, audio, video, or other non-text elements to graphics, audio, video, or other non-text elements to represent processes or structures. represent processes or structures.

Final Instructor Assessment – Ex 1Final Instructor Assessment – Ex 1CriteriaCriteria Not MetNot Met MetMet ExceedsExceeds

Writing MechanicsWriting Mechanics 00

Project ResearchProject Research 1010

Organization & StructureOrganization & Structure 1010

AppropriateAppropriate 55

Logic and ConclusionsLogic and Conclusions 1010

Learning ObjectivesLearning Objectives 1010

ProfessionalProfessional 1010

UnderstandingUnderstanding 1010

DefenseDefense 55

CreativityCreativity 1010

80 pts

x

40%

Maxproj.pts

32+60=92%

Final Instructor Assessment – Ex 2Final Instructor Assessment – Ex 2CriteriaCriteria Not MetNot Met MetMet ExceedsExceeds

Writing MechanicsWriting Mechanics 55

Project ResearchProject Research 55

Organization & StructureOrganization & Structure 55

AppropriateAppropriate 55

Logic and ConclusionsLogic and Conclusions 55

Learning ObjectivesLearning Objectives 55

ProfessionalProfessional 55

UnderstandingUnderstanding 55

DefenseDefense 55

CreativityCreativity 55

50pts

x

40%

Maxproj.pts

20+60=80%

Summary of Project GradingSummary of Project Grading

Grade ItemGrade Item Individually Individually GradedGraded

Group Group GradedGraded

DeadlinesDeadlines2%, 3%, 4%, 5%, 6%2%, 3%, 4%, 5%, 6%“All or Nothing” points“All or Nothing” points

20%20%

Instructor Instructor AssessmentAssessmentBy RubricBy Rubric

40%40%

Peer AssessmentPeer Assessment5 at 8% each5 at 8% each

40%40%

5. Presentation to Other Groups5. Presentation to Other Groups

• Group does “reality check” Group does “reality check” with outside expert with outside expert

• Group presents project, paper, or design Group presents project, paper, or design to whole class for critique. to whole class for critique. Encourages setting and achieving high standards in a Encourages setting and achieving high standards in a semi-competitive environment.semi-competitive environment.

• Audience is encouraged to challengeAudience is encouraged to challengegroup with questions on assumptions and conclusions group with questions on assumptions and conclusions to have group defend plan and processto have group defend plan and process

• Participants gauge their own successParticipants gauge their own successrelative to that of other groupsrelative to that of other groups

Possible BenefitsPossible Benefits

• Addresses procrastinationAddresses procrastination• Encourages high standardsEncourages high standards• Promotes equal distribution of effortsPromotes equal distribution of efforts• Clarifies instructor expectationsClarifies instructor expectations• Provides feedback mechanismsProvides feedback mechanisms

Comments Comments thus far?thus far?

Small group activitySmall group activity

• Discuss strategies and policies Discuss strategies and policies that have succeeded and failed in your own group that have succeeded and failed in your own group project experiences (either as instructor or student)project experiences (either as instructor or student)

• Brainstorm ideas Brainstorm ideas to actively engage students in their projectsto actively engage students in their projects

• Agree upon 5-7 practical hints / policies Agree upon 5-7 practical hints / policies (write these down to be photographed)(write these down to be photographed)

• Select a spokesperson Select a spokesperson to share ideas with classto share ideas with class

• Large group discussion: Large group discussion: questions about and critiques of suggestionsquestions about and critiques of suggestions

Follow-upFollow-up

• Photos of hints / policies from each groupPhotos of hints / policies from each group• Typed version of session ideas to be Typed version of session ideas to be

posted to facilitator’s websiteposted to facilitator’s websitealong with copy of PowerPointalong with copy of PowerPointwww.metrostate.edu/~falkofjawww.metrostate.edu/~falkofja

Special Thanks!Special Thanks!

• Thanks to: Seema Afsheen, Csilla Fekete, and Thanks to: Seema Afsheen, Csilla Fekete, and Nattapol Pornsalnuwat for their acting Nattapol Pornsalnuwat for their acting assistance on the video.assistance on the video.

• For more information, contact:For more information, contact:James FalkofskeJames FalkofskeMetropolitan State UniversityMetropolitan State UniversityCenter for Online Learning - Room NM L104Center for Online Learning - Room NM L104700 7700 7thth Street East Street EastSaint Paul, MN 55106Saint Paul, MN 55106