When do group projects widen the student experience gap?

Authors:
Lecia J. Barker
Affiliations:
University of Colorado, Boulder, CO
Venue:
ITiCSE '05 Proceedings of the 10th annual SIGCSE conference on Innovation and technology in computer science education
Year:
2005

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Abstract

This paper presents a case study as a "cautionary tale" to faculty, demonstrating how students and instructors often perceive pressure to finish projects for clients. As a result of this pressure, and because students generally lacked any understanding of how to work well in groups, students selected their roles based on expediency or familiarity. This worked against the benefits of collaborative learning and learning new skills or concepts, widening the experience gap between males and females and across disciplines. Faculty should carefully consider the learning outcomes expected for students and find ways of ensuring they are achieved.