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Picture a classroom full of voices, chairs facing not the front but one another, heads leaned close, and pens moving furiously. This image is very different from the traditional university classroom in which a gallery of students listen and watch as a professor recites information. However, an increasing amount of university instructors favor the former example for their classrooms (Smith et al. 2005). Why would undergraduate instructors turn away from tradition and toward this more cooperative learning environment?
 
Many studies have found there is a fundamental difference in the way students engage with material in cooperative classes. In my personal experience with cooperative learning, I have witnessed students constructing new knowledge based on previous experience, gaining a richer understanding of a concept by explaining it to a peer, and even voicing their insecurities with the material. In this post, I will discuss the benefits of cooperative learning and explore some cooperative learning approaches. I hope to persuade you that cooperative learning is an effective and feasible approach that can be incorporated into your classroom this semester and beyond.
Active Learning vs. Lecturing
Anecdotal evidence aside, the data speak for themselves. In a meta-analysis of over 200 studies, Freedman et al. (2014) found dramatic differences between lecture-based and active instructional strategies (including cooperative learning) in science, technology, engineering, and math (STEM) classrooms. Students in active learning classrooms are 1.5 times less likely to fail than students in lecture-based classrooms and outperform their counterparts on exams by an average of 6%. These results point to increased retention and higher GPAs of students within the discipline when active learning strategies are implemented.
 
What drives these increased learning gains? In the transition between lecturing and active learning, the instructor shifts the learning environment from being teacher-centered to student-centered. This shift in focus promotes greater accountability, ownership of ideas, a sense of belonging amongst students, and a more cooperative classroom.
The Cooperative Classroom
Cooperative learning is one active learning approach documented as effective in achieving student learning goals. With a cooperative learning approach, students work together in small groups to accomplish tasks that promote positive interdependence. In other words, learning activities are structured so that achievement is both beneficial to individual students and also to the group as a whole. These activities can last anywhere from five minutes to an entire semester. Successful cooperative learning strategies promote student engagement with the material, individual accountability, and teamwork-building skills. Cooperative learning also promotes regular, formative assessment of student learning, higher order thinking, and builds classroom community (see Smith et al. 2005),
Cooperative Learning in Action
The key to successfully implementing cooperative learning is aligning it with learning objectives. Cooperative learning activities aren’t extras, but essential steps toward optimal learning. Some topics could include concepts that will be emphasized on the exam, big ideas for the day, and items that are difficult  for students to master. The better integrated these activities are, the easier it will be to select approaches that meet your overall course objectives.
 
It may seem like an intimidating task to implement cooperative learning in a lecture-based course. Completely redesigning a course involves significant time and effort, and graduate student assistants often don’t have the freedom to dictate the classroom structure. The good news is that cooperative learning can be incorporated into courses in small, low-stakes ways. The following are three strategies that can be integrated into your curriculum next semester and accomplished within 5-15 minutes. I would suggest starting here:
Think-pair-share
Instructors pose a question or discussion topic (e.g., “Based on what you know about global wind and ocean currents, describe why the wave height in the Southern Ocean is an average of two meters higher than in the Equatorial Pacific”). Instructors then give students individual reflection time to process the question and to think about their answer. Following this silent period, students are then asked to pair up with another student to discuss their answer and to resolve any differences (if there is a correct answer to the question). The class can then come together as a large group once again, and the instructor can call on individual groups to share their discussions. This approach encourages students to explore and demonstrate their understanding of key concepts prior to a high-stakes exam in a way that is not possible in a lecture format.
 
Bonus: The pair step is a great opportunity for the instructor to walk throughout the room to monitor the discussion groups and connect with students on a more individual basis. The share step can be used to assess the distribution of ideas among students and identify sticky points that may require additional attention. This approach also allows students to speak up in class after vetting their thoughts with another student, which helps to decrease public speaking anxiety.
Minute Paper
Similarly to the think-pair-share activity, instructors pose a question or discussion topic. Instructors then provide time (typically under three minutes) for students to write down their ideas . This could be specified as anything from a “brain dump” (e.g., “Discuss the  factors that dictate the growth of algae in the Arctic Ocean”) to a more structured form (“e.g., How would you design an experiment to measure the effect of temperature and light on algal growth in the Arctic Ocean?”). Students can then team up into small groups to discuss their answers and come to a consensus or perspective on the major ideas from the question. Following small group time, a few groups can be asked to report out to the whole class about their discussion. The minute paper approach allows instructors and students to move beyond memorization and into higher order thinking skills such as analysis and evaluation.
 
Bonus: Positive interdependence can be achieved by assigning group members specific roles (e.g., recorder, checker, task manager, and spokesperson). These roles can be rotated each time the activity is used to allow students to practice each communication skill.
Jigsaw
This learning strategy works well for course concepts that can be split up into separate yet interconnected parts. Each part thus represents a piece of the puzzle, and the complete puzzle requires each individual piece to be complete. The jigsaw approach is split into two steps: the expert group meeting and the jigsaw group meeting. In the expert group meeting, instructors  split students into small groups that are each assigned one part of the relevant content. Expert groups are assigned to discuss their “puzzle piece” and to achieve a consensus or mastery of their component. Expert groups are then dissolved and new jigsaw groups are formed, made up of one person from each expert group. In the jigsaw group meeting, each “expert ambassador” has a chance to report to the group about his or her piece of the puzzle. Jigsaw groups are then assigned the task of connecting each component to form a complete picture of the concept. The jigsaw approach encourages students to take ownership of their component of the concept and improve their communication skills when meeting with the jigsaw group.
 
Bonus: Keep in mind that this method, while rich in discussion opportunities, requires the most logistical planning and organizational support of the three strategies outlined. For further reading, see https://www.jigsaw.org.
What are your favorite cooperative learning activities that you use in your own classroom? Do you have a successful strategy to encourage students to embrace cooperative learning? Please share your thoughts in the comments below or use the hashtag #ITeachMSU to further engage in the conversation on Twitter or Facebook.
Additional Reading
Angelo, T., K.P. Cross. 1993. Classroom Assessment Techniques: A Handbook for College Teachers. Jossey-Bass. ISBN: 1555425003. http://www.amazon.com/Classroom-Assessment-Techniques-Handbook-Teachers/dp/155425003/ref=sr_1_1?ie=UTF8&qid=1450279809&sr=8-1&keywords=classroom+assesment+techniques
Freedman, S., S.L. Eddy, M. McDonough, M.K. Smith, N. Okoroafor, H. Jordt, and M.P. Wenderoth. 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America 111(23): 8410-8415. http://www.pnas.org/content/111/23/8410.full.pdf
Johnson D.W., R.T. Johnson, and K.A. Smith. 2006. Active Learning: Cooperation in the College Classroom. Interaction Book Co. ISBN: 978-0939603145. http://www.amazon.com/Active-Learning-Cooperation-College-Classroom/dp/093960314
Smith, K.A., S.D. Sheppard, D.W. Johnson, and R.T. Johnson. 2005. Pedagogies of engagement: Classroom-based practices (cooperative learning and problem-based learning). Journal of Engineering Education 94: 87-101.http://personal.cege.umn.edu/~smith/docs/Smith-Pedagogies_of_Engagement.pdf
 
 

 
Originally posted at “Inside Teaching MSU” (site no longer live): Salk, K. Planning for Cooperative Learning. inside teaching.grad.msu.edu

Topic Area: Pandemic Pivot
Presented by: Ryan Thompson, Andrew Dennis, Valeta Wensloff
Abstract:
When MSU’s campus activity closed due to COVID-19, units and departments across campus sought solutions to transition to remote learning and maintain student engagement. The game development program in the Department of Media and Information turned to a familiar source; a video game communication platform called Discord. While we were already using Discord for casual links and outside of class communication, the quarantine put our server into overdrive. Now, our community Discord is a thriving community spanning 30 classes, 10 faculty, and over 800 members. It is helping game developers of all stripes learn, share, and communicate in a screen dominated era, and keeping faculty, students, and alumni connected and collaborating.
Join three Media & Information faculty as they discuss their experience building, fostering, growing, and maintaining this online community consisting of hundreds of game and interaction design students on Discord. By involving alumni and forthright peers, they found a natural balance between professionalism and creative expression.

 
Using Storytelling to Share the Universal Experience (in this case: resilience after failure)
 
Storytelling is powerful. Studies show that we retain information and experience better when presented to us in the form of a story. Are you a person that has empathy, do you care about raising people up? Those are special leadership qualities! Storytelling spaces are sacred and magical – and if conditions are right, it can feel like opening a portal of transcendence around your collective humanity. How should you go about doing it? Here are some tips from an event called CANR Rising – a storytelling session put on by me, a graduate student, and told by a set of high-level administrators and deans to graduate students and above in our college. It was, in fact, a temporary rift in time where we came together as a community of support – and deans became just “regular” people, albeit tremendously inspiring through their vulnerable courage.

Ask yourself: Why? What?

Do you have a group of people that could benefit from experiential learning, and learning from each other? Do you have a universal experiential theme that speaks towards bringing out your inner humanity – like resilience, rising from failure, work-life resilience, empathy? Are folks around you stuck in silos where they don’t share their inner lives at all, and life seems plastic?
Do you, as a facilitator feel comfortable getting vulnerable with these people? Are you qualified to facilitate this event? Are your speakers vulnerable in ways they might not be fully aware of?

Our population for CANR Rising was graduate students, post docs, faculty, administrators and staff in the college. We kept it closed to undergraduates and people outside the college to maintain our sense of community. These boundaries are fluid.
When planning an event with graduate-student speakers in 2020, we contacted the MSU counseling center about having a trained counselor on site, and having that counselor participate in how storytelling can be therapeutic and ways to keep it healthy for the storyteller.


Ask yourself: Who?

You need to recruit a set of speakers. These folks are the backbone of your event – their ability to both tell stories and be vulnerable is critical. You don’t want a jokester, you don’t want someone who will be inappropriate for your audience, and you don’t want someone who tells a story but leaves a wall protecting their vulnerability.
Unless you are a social unicorn that has lived within your community of interest for a long time – you are probably bad at knowing who would be a good speaker. You’ll need to find a unicorn to help you feel out potential speakers. This would be someone who knows people well, and really understands your cause from a. above. This person would probably be a good storyteller.
Ask the appropriate people – i.e. not people who could be marginalized if they are vulnerable at your event. We asked higher level administrators to speak at our event, because there was no power dynamic above them to affect their job. This is something to think about with vulnerability.
Ask in the appropriate way, make sure that you convey exactly what the event is about, the seriousness of it, and the difficulty of it. Tell them they have creative control as long as they are appropriate. Make it very clear that they can back out at any time, and to really think about it before responding.


Ask yourself: Where and How long?

Usually a 2 hour event is about as long as folks can take. We did 1.5 hours with food afterwards. We had some great food catered in from the Wilson Talent Center, Culinary Hospitality Vocational Program in Mason High School.
Choose an intimate setting that can hold enough people. We chose to have our event in a room that was shaped like an arena, as our theme was resilience – as described by Theodore Roosevelt’s famous quote, popularized in part by Brene Brown’s work (check her out).


Coach your speakers

Meet with your speakers on their terms, but at least once, in person, to make sure that their story aligns with the goals of the event, will be appropriate, and to lend your support. This is a huge ask for your speakers – be encouraging and overcommunicate with them, send them reminders. They should not have to worry about anything but showing up and being themselves. Give your speakers creative control of their stories! Ask them how much time the will need. Our storytellers were comfortable with 15 to 20 minutes.


Advertise

Ask your college (months ahead of time) to help create fliers to be sent on appropriate list servs and on campus. See if your community has appropriate social media outlets to share your event. We put fliers up in every building, on every floor, for our entire college, shared via social media, and sent out repeatedly 1 month, 1 week, and 1 day before – but this did not seem like enough advertising. I would have added another email.
Consider recording the event as an artifact – making sure you have permission from speakers if you choose to do it.


Prepare opening and closing remarks

How will you introduce the session? Make sure your remarks tie the whole thing together, and really share the purpose of this unique event.


Prepare your room

Find and reserve a spot for your event 6 months in advance.
Make sure you have a microphone, and ability for speakers to use slides if they prefer.


Enjoy the event and wonderful space you have created!

As a scholar and a clinician, Dr. Buchanan shared advice on how the MSU community and those who have experienced a traumatic event can stay informed while also protecting their mental health. Dr. NiCole Buchanan is a professor of ecological-community psychology at MSU and the Clinical Director and Founder of Alliance Psychological Associates, PLLC in East Lansing, MI.
https://psychology.msu.edu/news-events/news/media-after-trauma.html

Check out November’s courses about collaborative tools training, available at no cost to all students, faculty, and staff. Visit SpartansLearn for more information and to register.
Spartan 365 - Overview
November 6, 1:30 p.m. (Virtual)
Have you ever wanted to work collaboratively in a document or simultaneously on any device? Spartan 365 makes this type of teamwork easy! Spartan 365 offers robust features and a secure environment. This course will give an overview of the main Microsoft 365 apps including Forms, OneDrive, OneNote, and Teams.
Instructor: Michael Julian 
What participants are saying...
“Michael is a phenomenal presenter. I really enjoyed his style, humor and energy, and his no-judgement approach. He created a safe and accessible learning environment for everyone. Kudos to Michael for being an exceptional member of his team by facilitating opportunities for everyone to learn at MSU!”

To register for the following virtual and in-person instructor-led training courses go to SpartansLearn.
Microsoft Teams – Getting Started
November 7, 1:30 p.m. (In-person, Anthony Hall, Rm 1210)
Teams is one of the best tools at MSU for effective communication and collaboration. Join us as we dive into the basics and share how to chat and host meetings with individuals, groups, and entire teams.
 
Zoom – Getting Started
November 7, 10:00 a.m. (In-person, Anthony Hall, Rm 1210)
November 10, 1:30 p.m. (Virtual)
A great tool for scheduling and hosting virtual meetings, learn how to access Zoom at MSU and explore its settings.
 
Microsoft Forms – Creating Forms and Surveys
November 14, 10:00 a.m. (In-person, Anthony Hall, Rm 1210)
Forms can help survey classmates, students, coworkers, or any group where feedback is needed. Learn how to create forms and surveys, format, branch, collect data, and share with others.
 
Microsoft Teams – Managing Teams and Settings
November 15, 1:30 p.m. (Virtual)
Specific to collaborating with others, this course will help you understand Team properties, Private Channels, and options for members, owners, and guests. Learn how to change status messages, participate in another Teams tenant, review saved messages, and set notifications.
 
Microsoft Teams – SharePoint Site
November 16, 1:30 p.m. (Virtual)
This course expands on the collaborative capabilities of Teams to show how it connects to Microsoft SharePoint to store document libraries, create site pages, and use lists. 
 
Zoom – Meetings
November 17, 1:30 p.m. (Virtual)
This course digs deeper into the functionality of Zoom meetings to show you how to effectively set up and manage breakout rooms, manage recordings and reports, configure advanced polls and quizzes, and understand the best methods for sharing content.
 
Microsoft OneDrive – Working with OneDrive
November 14, 1:30 p.m. (In-person, Anthony Hall, rm 1210)
November 27, 10:00 a.m. (Virtual)
Expanding on the basics of OneDrive, learn more about this great storage tool. Discover navigation strategies, explore the desktop app settings and options, manage the accessibility of files and folders, and more.
Can’t attend a live course? Each is available on-demand to watch anytime at SpartansLearn.
Weekly office hours are available for those with questions about content shared in the courses. Find the schedule at SpartansLearn
For any other questions about technology training, please contact train@msu.edu. 
 
 

 

 
Twitter Ed Chats provide opportunities to share resources, crowdsource ideas, and strategize ways to further improve teaching and learning. #iteachmsu was born on Twitter as graduate student educators sought out a platform to elevate their voices and expertise in the landscape of MSU teaching and learning. Thus, the #iteachmsu Commons is committed to continuing engagement in Twitter Ed Chats as a part of our mission to foster conversation around teaching and learning at MSU. You can flexibly join the chat anywhere you would like by engaging virtually, please know that there are a plethora of articles, posts, and groups on the #iteachmsu Commons where you can also engage in dialogue. (note: you will have to log in to iteach.msu.edu using your MSU netID to access engagement functions like sharing content, joining groups, and commenting)
To join the chat virtually, search for the hashtag “#iteachmsu” on Twitter. The prompts for this Ed Chat will be posted by the Hub for Innovation in Learning and Technology (@MSUHUB). Each question will begin with the letter “Q” followed by a number (representing the question under discussion). If responding to a given question, please begin your response with the letter “A” followed immediately by the number of the question under discussion to help others place your response in the larger chat. Also, don’t forget to add “#iteachmsu” in your tweet! Responses will come from people all over Twitter and you can reply to their answers as well! 
Never participated in a Twitter Ed Chat? Don't worry! You can also take a look at the following blog post on Twitter chats for a brief orientation to Twitter chats: https://hub.msu.edu/introducing-the-iteachmsu-edchat/.
We recommend using a tool like TweetDeck to help you participate. Please do your best to provide descriptive alternative text on images if you’re posting live or using a platform like TweetDeck, so our chat can be as accessible as possible. For more tips on making your tweets accessible, check out this resource from AbilityNet. According to their website, "AbilityNet supports anyone living with any disability or impairment to use technology to achieve their goals at home, at work and in education."

AUTHORS:
This post was written by Dr. Melissa McDaniels (of the MSU Graduate School), Dr. Patricia Stewart (of the MSU Academic Advancement Network), and Madeline Shellgren (of the MSU Graduate School).
 

 
The student and faculty share the responsibility for maintaining the integrity of scholarship, grades, and professional standards.
Policy Link (s):  
http://splife.studentlife.msu.edu/student-rights-and-responsibilities-at-michigan-state-university/article-2-academic-rights-and-responsibilities
MSU Office(s):
Associate Provost for Undergraduate Education - http://undergrad.msu.edu/academic-integrity
Office of the University Ombudsperson: https://ombud.msu.edu
TIPS FOR FACULTY, ACADEMIC STAFF AND GRADUATE TAs
LEAD - respond, model and engage in ongoing learning  

Clearly outline the policy, as well as acceptable and unacceptable practices for work in your course

Ensure that your syllabus reflects the expectations around academic integrity. Refer to the Spartan Code of Honor, Integrity of Scholarship and Grades and the Student Rights and Responsibilities document.
Discuss the expectations both at the beginning of the course, as well as at key moments throughout the course. Continuous reminders about how students can succeed in the course by following clear instructions and guidelines will let them know that you not only take academic honesty seriously but believe that they are capable of achieving the goals of the course.
Provide guidance and resources on study habits and tips that help students meet the goals of the course.
Share the consequences of violation(s) of the institutional policy with students.
Some colleges/departments require students to agree to/sign a document of understanding about academic integrity. Find out if your unit has such documents or procedures before you encounter an issue.



Model expected behavior

Provide examples of proper citation and attribution in your course materials.
Emphasize the importance of learning over grades and ensure that assessment properly measures student learning whenever possible.



Respond to issues as soon as you become aware of them

Address all infractions of academic integrity directly with the student(s) involved. For assistance with how to have these conversations, the MSU Ombudsperson’s Office is available for confidential consultation.
Document the incident(s) and conversations that result from the incident(s).
Follow university policies and procedures for addressing all infractions of academic integrity.



Learn by reaching out to the resources available that promote student learning and success.

Familiarize yourself with the Code of Teaching Responsibility, Student Rights and Responsibilities, and the Spartan Code of Honor.
Take advantage of opportunities to engage with other educators around student learning and success.


EMPOWER - Help students make their own choices and develop confidence and competence by creating conditions for inclusive teaching and learning

Promote a learning-centered environment – by emphasizing learning and growth over grades, you can reduce the motivation to cheat or take shortcuts. Some ways you can do this include:

Provide assignments that allow students to demonstrate and apply their learning in authentic ways.
Make explicit connections between the course and learning objectives and the curriculum and future career prospects whenever possible.
Give timely feedback on how students are progressing in the course with specific suggestions on how they can improve on the areas they may be struggling in.
Offer appropriate resources that students can access to strengthen their own learning.


ADVOCATE - Refer students to campus and community resources and follow through and check-in with students.

Respond from the perspective that students are motivated to learn.

Do not take infractions as a personal insult.
Listen to the student’s position carefully and without judgment.
Address misperceptions directly.
Offer reasonable options for the student to correct the issue, if possible.
Provide appropriate resources and refer to support offices.  


DESIGN - Use learner-centered approach to make decisions about your curriculum, how you engage students, and how you assess learning and get student feedback.

Establish a rapport with students.

Clearly articulate their responsibility to do their best to learn and your responsibility as the educator to guide them.
Encourage open (one on one) discussion about challenges the students may be facing in their learning and provide reasonable opportunities to support them in working toward progress.

Establish expectations, communicate the process for achievement and the penalties for academic dishonesty.
Create a classroom experience that aligns with the goals and objectives of the course and program (if relevant).
Develop evaluations that assess student understanding and application of knowledge.
Remember, a violation of stated classroom policy does not necessarily equate to a violation of the Integrity of Scholarship and Grades policy.
Outlining expectations for collaboration is helpful.  Students are not always certain what is acceptable from course to course.

RESOURCES

MSU Policy

Integrity of Scholarship and Grades: https://ombud.msu.edu/academic-integrity/index.html#integrity
Student Rights and Responsibilities: http://splife.studentlife.msu.edu/student-rights-and-responsibilities-at-michigan-state-university
Spartan Code of Honor: https://honorcode.msu.edu/
Code of Teaching Responsibility: https://reg.msu.edu/AcademicPrograms/Text.aspx?Section=112#s514
Academic Integrity Video: https://www.youtube.com/watch?v=L7H6u6b6ue8&feature=youtu.be

MSU and Community Resources

Academic Advancement Network: https://aan.msu.edu/
The Graduate School: https://grad.msu.edu/




Teaching

International Center for Academic Integrity: https://academicintegrity.org