Collaborative learning in undergraduate science education: (How) should we design student groups in labs and exams?

Dr Megan Barker: Student group work is vital for promoting authentic learning and developing collaborative skills within the discipline. However, it is unclear what the most effective approaches are across different contexts. In this presentation, we will discuss the impact of group composition on student outcomes in high-enrolment physics and biology courses, examining 1) group composition of practical lab groups and 2) gender influence on student responses in two-phase collaborative exams. We also will discuss perspectives on how instructors can facilitate group learning and promote positive student outcomes.

About Our Speaker 

Dr Barker studies undergraduate science education – looking systematically at how we can best support student learning in biology and beyond.  Her background in Biochemistry and Crystallography, followed by postdoctoral work studying undergraduate teaching and learning, led to her current role as a Senior Lecturer in Biological Sciences at Simon Fraser University (near Vancouver, Canada). Her work includes classroom characterisation, teaching assistant professional development, course-based research experiences, and student learning of the language of science. Further, she is substantially involved in collegial support and curriculum development. As academics, we all teach in one way or another, and we all have opinions about teaching; this shared thread connects us, and there are so many ways to be an excellent instructor.