Topic Area: Online Teaching & Learning
Presented by: Andrea Bierema
Abstract:
I teach flipped-style undergraduate science courses for non-science majors with 100-180 students per section. Each week, students learn basic concepts toward the beginning of the week and later apply those concepts to case studies and other activities. Prior to the pandemic, students worked in teams of 3-5 students during class to apply concepts. So that students did not have to fit synchronous meetings in their schedule every week but still could meet with other students throughout the semester, I changed our assessments to team activities. I used CATME Smarter Teamwork- which MSU has a license- to create the teams. Because I was no longer present during the teamwork component of the course, I added a team charter worksheet. Also, students evaluated their team members on CATME after each team assignment. These evaluations served two purposes: students had a chance to improve their team by providing thoughtful feedback and I used them as evidence for team member participation (and they could provide counter-evidence if they disagreed with their team’s evaluations). To ensure that students viewed and thought about the feedback that they received, I added teamwork skills as an objective of the course and created journaling assignments in which students reflected on their evaluations and how they will continue improving their teamwork skills. During this session, I will provide an overview of the teamwork for this class, details on how I used CATME, the team charter worksheet, the journaling assignments, and a summary of the end-of-semester student evaluations of these activities.
Session Resources:
Rating Practice and Teammaker (Document)