1. Letting go: Student structured in-class group work Trish Elliott, DrPH Boston University Instructional Innovation Conference March 7, 2014

2. Overview Innovation purpose How it works Application to other courses Questions

3. INNOVATION PURPOSE

4. Context Course: Managing Maternal and Child Health Programs Assignment: Work in teams to create an organizational profile of a MCH program or organization. Need for innovation: Students lack professional management experience.

5. Goals of the Group Assignment Analyze organizational structure and function using management concepts Communicate effectively through writing Prepare for and lead an effective team meeting Demonstrate team building, negotiation and leadership skills Develop strategies to motivate others for collaborative problem solving, decision making, and evaluation Demonstrate time management

6. Challenges for Students Little to no professional experience No management experience Underestimation of the complexities involved with applying management concepts Group work is often either not managed or micromanaged by faculty

7. Innovation: Students need practice and support to build new skills Multifaceted skills-building sessions ◦ Readings-  concepts in management science ◦ In-class lectures-  examples and clarification of concepts ◦ In-class group meetings-  application of concepts

8. HOW IT WORKS

9. Instructor Individual Students Groups of Students

10. Instructor Responsibilities Instructor’s Responsibilities: ◦ Provide a complete description of the assignment on the first day ◦ Define the skills needed for success ◦ Select readings and in-class material to support knowledge base ◦ Provide in-class time for group work  Get out of the way

11. The Schedule

12. Student Responsibilities PreparationAssessment Readings and Course Material Full class discussion and cases Group MeetingsAgendas Meeting Minutes Brief Reflections

13. Group Responsibilities Set the schedule of work products Establish and maintain accountability to each other Organize and carry out project pieces: ◦ Roles and responsibilities ◦ Key informant interviews ◦ Combining and editing

14. Challenges StudentsInstructor Struggled through the group process Wanted intervention Time management Project management Hard not to step in Sacrificed in-class time Identified issues through a draft of the assignment

15. What the students said… “We work in groups in a lot of classes, I can say this is the first time I have ever enjoyed a group project.”

16. What the students said… “I enjoyed the class participation portion of this course as it facilitated teamwork, problem- solving and the sharing of management ideas/experiences.” “Working with a single group on a specific organization over the course of the semester was a unique experience that facilitated learning.” “The group assignment was an amazing experience …we got to exhibit management skills through our meetings and assignment” “I feel like I gained a skills set that I can apply in the real world of public health.”

17. APPLICATION TO OTHER COURSES

18. Application of Innovation Direct use in other courses ◦ Any course related to management sciences Expanded use for the format ◦ This multi-faceted format for skills building can be applied across the curriculum to help student acquire a variety of new skills

19. SUMMARY

20. Benefits Improves students’ understanding of the nuances and complexities of managing teams, priorities, and projects Engages and challenges students to apply management concepts in a group process that mimics real working relationships Offers flexibility for a range of audiences and educational goals

21. THANK YOU Trish Elliott, DrPH Clinical Assistant Professor Community Health Sciences BU School of Public Health pelliott@bu.edupelliott@bu.edu 617-414-1389