Writing and speaking to achieve undergraduate learning outcomes ...

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by Valerie Balester, Executive Director

This is the final post on how assignments in communication can enhance the learning objectives for Texas A&M undergraduates (Undergraduate Studies?web site). The last objective I will examine is ?Work collaboratively, including the ability to participate effectively in teams, consider different points of view, and work with others to support a shared goal or purpose.? No matter how it is conceived, teamwork in a classroom setting requires communication. By definition, a team works toward a goal (communicating to each other along the way) and then communicates progress and accomplishment to an outsider, usually an instructor or client.

I?m currently a client myself for a two student teams working on projects to improve the writing center. One is an undergraduate class working on a marketing plan, and the other is a graduate class, where a team of two is reviewing our staff management practices. So far, the teams have communicated to me in slightly different ways,?all effective.? What?the teams have in common is that they are keeping the lines of communication open during the task, while they collect data. I suspect someone is guiding these teams in how to communicate. They are uniformly tactful, positive, and polite.

And that?s where the opportunity awaits?in using collaborative projects to teach better communication skills.? Although it?s a given that you should not just put a group of students together, assign them a task, and wait for results, we sometimes don?t specifically cover communication skills with our students when we assign groups. Even if the task is well-defined, they need guidance in small-group communication?how to communicate with each other and solve problems?and they need guidance in communicating to their relevant parties outside the team.

A few simple steps can go a long way. First, make sure they have at least one mandatory meeting, preferably in class (including in an online environment) where you can answer unanticipated questions. During the class, have them complete the following tasks:

Decide how they will contact each other. They need to do more than exchange emails?they need to explain when and how it is best to reach each person. Would texting, for example, get someone?s attention better than an email?

Examine their task and create a timeline with sub-steps. Having the scope of the project will help them plan meetings and assign roles. Going over the task together in class allows them to ask you for clarification. (No matter how clear and detailed your write-up, there will be questions.)

Plan some face-to-face meetings.? Even if they don?t think they need them, they should have at least one more face-to-face meeting at which all team members report.? Because they are busy, they may resist, so explain that it is beneficial in helping the group cohere and thus communicate better. Face-to-face communication is always the best way to clear up misconceptions and make sure everything is on track.

Assign roles. The assignments should be of two types, one that addresses group functioning, and the other that addresses the task to be completed. Many students forget the first. They need someone to lead the meetings, someone to record action items, someone to communicate with you, and so on. Perhaps you ask them to elect a project manager. Give them a list of possible roles.

If the task includes a writing or presentation component, you can show them the UWC?s presentation on managing writing in a group, and remind them that we can help on collaborative writing. We can meet with the whole group or a representative.

One of our undergraduate consultants at the University Writing Center, Jessica Gantt (a Communications major) helped us work with groups by applying some of her knowledge [Jerry Gilley, et al. ?Integrated Theoretical Model for Building Effective Teams.? Advances in Developing Human Resources. 12.7 (2010): 7-28. 5 Oct. 2011, and also Bruce W. Tuckman, ?Developmental Sequence in Small Groups.? Psychological Bulletin. 63.6 (1965): 384-399. 5 Nov. 2011]. A helpful concept she took from Tuckman?s Four-Phase Model for the Stages of Small Group Development (1965) was that groups go through stages of development. Tuckman?s stages are Forming, Storming, Norming?and Performing (Tuckman 396-397). Using this model as a basis, she described how writing consultants could assess the group and come up with appropriate roles for interacting with it on a writing or presentation task. She names these roles Instigator, Moderator, Delegator, Manager, and Reviewer.

The point is, thanks to Jessica, we?re ready at the UWC to work with students doing collaborative projects, and we value the learning experience that results from this activity.

Filed under Stand and Deliver
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Source: http://writingcenter.tamu.edu/2012/stand-and-deliver/writing-and-speaking-to-achieve-undergraduate-learning-outcomes-work-collaboratively/

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