Small Group Projects to Provide Context and Connection
Education Journal
Volume 5, Issue 5, September 2016, Pages: 121-125
Received: Aug. 31, 2016; Accepted: Sep. 14, 2016; Published: Oct. 10, 2016
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Author
Naveen Seth, Business Administration, Stella and Charles Guttman Community College, City University of New York, New York, United States of America
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Abstract
From a student’s perspective, topics within a course and courses within a program of study can seem to stand alone. As a result, learning can become siloed and disjointed. This paper describes the use of semester-long integrative projects that students undertake in teams. The projects are broken down into smaller parts that follow the order of topics covered in the course. Such projects build research skills and connect students’ work to course topics, thereby reinforcing learning, while building engagement through contextualizing course material according to each team’s interests. They have been successful in advancing student learning in a more integrative way and in achieving learning outcomes at course, program and institution levels.
Keywords
Group Projects, Undergraduate Research, Contextualization, Electronic Portfolios
To cite this article
Naveen Seth, Small Group Projects to Provide Context and Connection, Education Journal. Vol. 5, No. 5, 2016, pp. 121-125. doi: 10.11648/j.edu.20160505.16
Copyright
Copyright © 2016 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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