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The Teamwork Challenge Webinar PART 2: Research to Practice

March 26 @ 14:30 - 16:00


As teachers, we make countless big and small decisions when using group work in our courses – some successful, others less so. When we look to the literature on this topic the messages are mixed. So, how should we interpret the research? 

This second webinar, Part 2, focuses on this research to practice challenge. Two key goals of the session are to: (a) feature what the research says about group work and (b), spotlight how we can interpret this research within our varied contexts. 

Throughout the discussion, we will be keeping in mind that while our contexts are different, and thus we may make different choices, these choices must still be rooted in evidence. Additionally, we must also remain conscious that our decisions have consequences that go further than we might imagine. 

Join us on Friday, March 26th, for the second of a two-part series where we once again bring together a panel of experts of practitioner-researchers from University of British Columbia (UBC), Harvard University, Purdue University, McGill University and John Abbott College. Together we will explore how we might build “sets” of best practices guidelines, based on the research, filtered through the lenses of constraints and contextual differences. 

  • What do we mean by “effective” groups or group work?
  • What principles can we use to build our practices, given our range of teaching contexts?
  • What impacts do our choices on group work have on our students and how does this intersect with issues of gender/race/SES?
  • When considering homogeneous vs heterogeneous groups- which dimensions are the most important to focus on? Academic ability? Soft skills?

Presenters & Discussants include:

  • Joss Ives, University of British Columbia (UBC), associate Professor of Teaching, Department of Physics and Astronomy and Vantage College. Conducts research on equity in the science classroom and assessments that support learning, including two-stage group exams.
  • Kelly Miller, Harvard University, senior Preceptor, School of Engineering and Applied Sciences. Co-founder of the social annotation software Perusall. Conducts educational research on topics including group formation, closing gender gaps in science, and improving implementations of flipped classroom.
  • Matthew Oland, Purdue University, Professor, Engineering Education. Co-founder of the group formation and management software CATME. Conducts research on team-member effectiveness, student pathways in engineering, social justice initiatives in engineering.
  • Sidney Omelon, McGill University, Associate Professor, Department of Materials Engineering. Uses teamwork in her courses and CATME for building groups and managing group work.
  • Jackie Stewart, University of British Columbia (UBC), associate Professor, Department of Chemistry. Chemistry departmental Director for the Carl Wieman Science Education Initiative (2010-2017). Transformed over 180 courses in the Faculty of Science to include active learning. Uses a variety of software to manage teamwork.
  • Michael Dugdale, John Abbott College, college Professor, Physics Department. Uses group work frequently and several tools to support the management of these activities.
  • Phoebe Jackson, John Abbott College, college Professor Physics Department; and SALTISE Fellow for 2020-21. Uses many forms of active learning and tools to support group work. 

Did you miss the first part of our webinar on teamwork? No worries! Click here to check out the video recording.

More on the invited speaker and panel members:

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More on the invited speaker and panel members:

Joss Ives: Joss is an Associate Professor of Teaching in the Department of Physics and Astronomy and Vantage College, University of British Columbia – Vancouver. He conducts research on equity in the science classroom and assessments that support learning, including two-stage group exams. His overlapping teaching and scholarly interests also include the teaching of English language learners; the training of teaching assistants; and the development of laboratory, communication and computational skills throughout the undergraduate physics curriculum.

Stang, J., Altiere, E., Ives, J., & Dubois, P. (2020). Exploring the contributions of self-efficacy and test anxiety to gender differences in assessments. Physics Education Research Conference 2020, https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15532&DocID=5380

Ives, J., Stang, J., Arias-Bustamente, J., Dubois, P., & Hofmann, A. (2020). Exploratory Factor Analysis of a survey on group-exam experiences and subsequent investigation of the role of group familiarity. Physics Education Research Conference 2020, https://www.compadre.org/Repository/document/ServeFile.cfm?ID=15488&DocID=5336

Ives, J., Van Lier, M., Sumah, N., & Stang, J. (2016). Examining student participation in two-phase collaborative exams through video analysis. Physics Education Research Conference 2016,https://www.compadre.org/Repository/document/ServeFile.cfm?ID=14222&DocID=4576

Ives, J. (2014). Measuring the Learning from Two-Stage Collaborative Group Exams. Physics Education Research Conference 2014, https://www.compadre.org/Repository/document/ServeFile.cfm?ID=13464&DocID=4063

Kelly Miller: Miller received her Ph.D. in Applied Physics from Harvard University in 2014. Her Ph.D.  focused on the use of technology and interactive teaching strategies in undergraduate physics classrooms. She currently teaches an introductory physics class for engineering undergraduates at Harvard using a flipped classroom approach. She is a co-founder of Perusall, a social annotation platform that helps prepare students for class. Kelly is actively involved in Physics Education Research (PER) and has presented both nationally and internationally on topics of flipped classroom, impact of social annotation and improving the effectiveness of group work.

Miller, K., Lukoff, B., King, G., & Mazur, E. (2018, March). Use of a social annotation Platform for Pre-class reading assignments in a Flipped introductory Physics class. In Frontiers in education (Vol. 3, p. 8). Frontiers.

Miller, K., Zyto, S., Karger, D., Yoo, J., & Mazur, E. (2016). Analysis of student engagement in an online annotation system in the context of a flipped introductory physics class. Physical Review Physics Education Research, 12(2), 020143.

Oliveira, T. E. D., Miller, K. A., Araujo, I. S., & Mazur, E. (2019). Reducing the gender gap in students’ physics self-efficacy in a team-and project-based introductory physics class. Physical Review Physics Education Research. New York. Vol. 15, no. 1 (Jan./June 2019), 010132, 9 p.

Matthew Ohland: Matthew got his Ph.D. in Civil Engineering from University of Florida. Currently, he is a Dale and Suzi Gallagher Professor in Engineering Education and Associate Head of Engineering Education, Purdue University. In 2004, Ohland started MIDFIELD (Multiple-Institution Database for Investigating Engineering Longitudinal Development), a widely cited database containing student records and demographics for over one million undergraduate engineering students. His research interest includes team-member effectiveness, student pathways in engineering, social justice. He’s done extensive research on the platform CATME.

Loignon, A. C., Woehr, D. J., Thomas, J. S., Loughry, M. L., Ohland, M. W., & Ferguson, D. (2017). Facilitating Peer Evaluation in Team Contexts: The Impact of Frame-of-Reference Rater Training. Academy of Management Learning & Education, 16(4), 562-578.

Ohland, M. W., Loughry, M. L., Woehr, D. J., Bullard, L. G., Felder, R. M., Finelli, C. J., Layton, R. A., Pomeranz, H. R., & Schmucker, D. G. (2012). The comprehensive assessment of team member effectiveness: Development of a behaviorally anchored rating scale for self and peer evaluation. Academy of Management Learning & Education, 11 (4), 609-630.

Loughry, M. L., Ohland, M. W., & Moore, D. D. (2007). Development of a theory-based assessment of team member effectiveness. Educational and Psychological Measurement, 67, 505-524.

Jackie Stewart: Jackie is an Associate Professor of Teaching in the Department of Chemistry at The University of British Columbia. From 2010-2017, she was the Chemistry departmental Director for the Carl Wieman Science Education Initiative, which transformed over 180 courses in the Faculty of Science to include active learning. As an educational psychologist, her research interests span the areas of self-regulated learning, emotions, assessment, and inclusion. She is passionate about helping students learn to use research-tested study strategies and supporting faculty to adopt evidence-based instructional methods.

Michael Dugdale: Michael is a senior member of the physics department at John Abbott College in Montreal, is a Ph.D. candidate in Didactique at the Université de Montréal, a member of an established learning sciences and physics education research (PER) team, and a long-term member of SALTISE.  Michael’s teaching includes the use of several evidence-based approaches including Peer Assessment. His research interests include: conceptual change and the development of students’ epistemic frames in science and how pedagogical technologies and laboratory design can be used to support these areas of student growth.


Phoebe Jackson: Phoebe holds a Ph.D. in Education from McGill University, a B.Ed. and B.Sc. (Hons.) from the University of British Columbia. She is a physics teacher at John Abbott College in Montreal and a SALTISE S4 Fellow. Phoebe has been designing and implementing active learning in her teaching for more than 16 years and was the recipient of the 2020 Best Practice & Pedagogical Innovators Award from SALTISE. Prior to her position at John Abbott College, Phoebe taught elementary through high school in a variety of locations including British Columbia, India, Australia, and Quebec. She has also worked as a sessional lecturer in math and science education at McGill University. 

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March 26
14:30 - 16:00