Supervising Groups

Group projects require careful planning and preparation in advance. It is important to anticipate and prepare for potential problems and put policies and mechanisms in place to deal with them if they arise. Such problems might be logistical (e.g., what happens if two members of a three-person group withdraw from the course mid-project?) or they might be process-related (e.g., what happens if there is a belligerent or hostile member in a group?). Mechanisms for dealing with anticipated problems might include:

• allowing “stragglers” the choice of either joining other groups mid-project or finishing the project alone
• permitting groups to “vote out” problematic members
  (who then must work alone or team up with other “banished” classmates)
• assigning your TA the role of mediator in group disputes
• asking the class to elect a student ombudsman to keep you abreast of problems.

The issues you encounter will depend on your particular course, project, goals, and circumstances, so there is no cookie-cutter solution. Thus, it is important to consider all the possibilities for your particular course and prepare as best you can.

In addition to advance planning, group projects also require ongoing supervision of group processes. While the amount of supervision necessary will depend on the nature and duration of the task, as well as students’ prior experience with group work (novice students will require considerable structure, guidance, and regular communication whereas experienced students may need less) it is important to monitor groups so you can redirect, give advice, or intervene if necessary.

Facilitate communication.

Have group members exchange contact information and schedules and agree on forms of communication (e-mail, discussion boards, on-line collaboration tools, face-to-face meetings, etc.) that will facilitate contact and collaboration. Suggest technologies (for example, on-line calendars) that will enable them to coordinate their schedules and efforts more effectively. Also make it clear to students how and when they should contact you (or your TAs) and what kind of help you can provide. If your students are using a discussion board on your course management system (e.g., Blackboard) you might consider checking their exchanges occasionally – with their knowledge, of course – to see how they are working. If you notice patterns (for example, one student is regularly attempting to contact the others, but with no response) you might want to call a meeting of the group to discuss group dynamics, assign (or re-assign) roles, review responsibilities, discuss goals, etc.

Listen.

If you allocate class time for student groups to meet, circulate and listen, giving feedback where you feel it is appropriate.

Require regular progress reports.

To keep tabs on how groups are working, consider requiring students to submit (in writing) or present (orally) progress reports weekly, bi-weekly, or according to a schedule you set. One option is to have groups report on their progress to the class as a whole. This provides the opportunity for students to hear and solicit advice from other groups as well as to share resources and ideas, though it may also lead to more convergent thinking about the assigned task.

Require “process checks”.

In addition to progress reports, you might also require periodic process reports, in which students are asked to reflect on the productive and non-productive dynamics within their groups. This not only helps you monitor group processes, but it helps students develop the metacognitive skills necessary to recognize problems, to address them internally if appropriate, or seek the instructor’s help if necessary.

Set interim deadlines.

Break the project down into steps and set deadlines for various pieces. For example, groups might first be required to submit a topic idea, then a more elaborated project proposal, then a bibliography, then preliminary sketches. The steps will depend on the nature of the project (its scope and complexity) as well as the skill-level of the students. Interim deadlines help students plan their time appropriately and allow you to see the project as it progresses, so that you can address areas of confusion and redirect students who are off-track.