Equitable and Effective Student Teams

Applying positive psychology to foster student engagement and classroom community amid the COVID-19 pandemic and beyond.

“…One of the biggest student concerns toward group projects is unequal individual contributions to groupwork (LaBeouf, Griffith, & Roberts, 2016), which may be attributed to differences in academic backgrounds, communication styles, and personal assets and interests, and more importantly, misunderstanding of and bias toward those differences (Pfeifer & Stoddard, 2019). For instance, it is not uncommon for me to hear Student A (a “Type A,” extroverted student) complaining that Student B (a “Type B,” introverted student) does not contribute actively in group conversations or take initiative to do tasks; and hear Student B defending that Student A dominates group conversations or always decides and assigns tasks for each group member to do.…”

“…The activity I implemented immediately after groups were formed, and before the pandemic, was creation of asset maps that highlight individual and group strengths (Pfeifer & Stoddard, 2019). During class, students first reflected on their own identities and strengths by drawing an asset map that represented them (see the and https://digitalcommons.wpi.edu/gps-research/14/).…”

“…For example, students decided which member(s) would be mostly responsible for organizing and compiling information, communicating with the instructor, analyzing data, and so forth. Because of time constraints in the intensive research methods course, I gave students the autonomy to identify their own strengths; instructors, however, could ask students to complete formal assessment of their strengths such as the VIA Character Strengths Survey that is free (https://www.viacharacter.org/) and the CliftonStrengths Assessment that has a cost (https://www.gallup.com/cliftonstrengths/en) to potentially reduce bias and stereotypes regarding perception of strengths (Pfeifer & Stoddard, 2019). After transitioning to online course delivery, I asked students to reflect on how they could keep on using their strengths to handle the pandemic situation, work with their groups in a different way, and succeed together.…”

“…If instructors ask students to self-identify strengths in the aforementioned strengths identification and asset mapping activities, they should be cautious of any student bias or stereotypes that may either overestimate or underestimate abilities and skills. Specifically, male students are more likely to mention math and technical skills as their assets, whereas female students are more likely to identify with conflict management and organizational skills (Pfeifer & Stoddard, 2019). Instead of assuming that students can see their own bias and stereotypes, instructors can use this opportunity to discuss some typical stereotypes associated with certain identities for students, especially those who consist of more dominant and privileged identities, to recognize potential marginalization issues behind strengths identification and groupwork (Pfeifer & Stoddard, 2019).…”

“…Specifically, male students are more likely to mention math and technical skills as their assets, whereas female students are more likely to identify with conflict management and organizational skills (Pfeifer & Stoddard, 2019). Instead of assuming that students can see their own bias and stereotypes, instructors can use this opportunity to discuss some typical stereotypes associated with certain identities for students, especially those who consist of more dominant and privileged identities, to recognize potential marginalization issues behind strengths identification and groupwork (Pfeifer & Stoddard, 2019). Before teaching the concept of mindset through the previously mentioned mindset assignment or storytelling, instructors should be aware of students’ initial mindsets and abilities through formal or informal assessments, or wait for a “teachable moment” that they recognize students’ fixed mindsets.…”