FINALS GUIDE
Nasseri: Group projects in KU setting fail to stimulate learning
▶ BROOK NASSERI
@enasseri32
As if good old-fashioned homework and tests weren't enough, college students have even more serious worries associated with many of their classes. Some call it the grade wicker; others, the soul destroyer. Regardless, students at all levels shudder at the thought of the horrendous group project.
In spite of general disdain of group projects, professors absolutely love to assign them. Group projects truly do have potential to be amazing learning experiences. A 1992 neurobiology study by Drs. Eric Kandel and Robert Hawkins shows how each person's brain architecture is shaped by their unique experiences, demonstrating that learning is intrinsically linked with individuality. In an environment such as a college classroom, where people have come from all walks of life, students have the potential to teach each other how they see the world.
As demonstrated by the 1951 Asch experiment,3/4 of people are willing to agree with the obviously incorrect answer when everyone else in a small group does."
Additionally, a 1984 study by Carl Benware and Edward Deci reveals students who learn new material with the goal to teach others are better
able to learn compared to students who learn simply to be examined.
There certainly are benefits to learning from one's peers in a group. However, group projects as typically assigned in college classrooms are far from the best way to accomplish this learning. First, teachers lack an understanding of how logistically challenging group presentations are.
Group projects can stifle creativity rather than encourage it. As demonstrated by the 1951 Asch experiment, 3/4 of people are willing to agree with the obviously incorrect answer when everyone else in a small group does. This tendency to conform means group projects are no guarantee that the group's final project reflects what every member of the group believes. Even in small groups, more vocal members can easily outvote their peers, and the final product a group turns in imperfectly represents every person's vision.
When grading a group project, professors lose the insight of individual students and can only look at what the group collectively agreed upon. Instructor perceptions of group projects are vastly different than that of their students in other ways as well. A 2003 survey of 69 university students conducted by Marilyn Ford and Jenny Morice, revealed a huge discrepancy between student and faculty perceptions of group assignments.
This is in part due to the fact that while 64 of the students reported having
Illustration by Jake Kaufmann problems with group assignments, less than 8 percent approached their lecturer with the problems. If instructors were clear that students can come to them with concerns, the experience of the group project would become more positive for everyone, as students would not need to suffer silently, and professors would be able to assign and grade projects more fairly.
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Some professors might be interested in assigning group projects for reasons other than merely antagonizing their already-overworked students. In this case, they have a lot more work to do than simply assigning a project.
First, professors should clearly state their expectations for the project, setting students up for success at working efficiently as a team. Second, grading scales should be adjusted so that students are not depending on perpetually absent or irresponsible peers for their own scores. Finally, teachers should encourage their students to come to them with concerns.
But, take heart, fellow students. We can learn a lot from group projects as they are currently being assigned. For example, I've learned time and time again that sometimes it's easier to shut up and go along with what other people are saying—also, that trusting anyone ever is a bad idea and all people are terrible. These are valuable lessons that I'm sure will stick with me for the rest of my life.
Brook Nasseri is a sophomore from Topeka studying microbiology and English.
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