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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Naveen Seth, Business Administration, Stella and Charles Guttman Community College, City University of New York, New York, United States of America
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.
Small Group Projects to Provide Context and Connection, Education Journal.
Vol. 5, No. 5,
2016, pp. 121-125.
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