Brandi is an engineering instructor who is passionate about her teaching. Brandi is committed to active learning strategies, specifically group work, as she regards the practice as having robust and empirically sound academic and professional outcomes.
Brandi has started to notice a pattern of negative feedback in her eSET scores, in which students lament the volume of group work in her course. At first, Brandi is defensive and dismissive. She regards the students’ concerns as an aversion to hard work related to the struggles of collaboration. Brandi thinks further and decides to consult with a colleague, and together they discern that the pattern of feedback seems to be emerging principally from students who identify as women. Looking more closely at student feedback and inviting more input during office hours and advising sessions, Brandi understand that women who are critical of her group work expectations are experiencing hostility in the form of exclusion and sexism.
Brandi reflects and recognizes that while she is adamant that students work in groups and she implores that students collaborate respectfully across difference, she does not explain to students what that looks like or ways they can learn and grow in this capacity. Brandi returns to her colleague for support, and together they design a lesson plan about group work in which they talk about common patterns and roles and help the groups author expectations and a communication plan. They also open up dialogue with students about race, class and gender dynamics in previous group work and how forthcoming group work could best match their needs and expectations.
- The Issue: Brandi’s preferred teaching method is unpopular with a group of her students. With inquiry, Brandi deduces that women are disproportionately displeased with the volume of group work in her classes – citing sexist and exclusive conditions.
- The Deliberation: Brandi is initially defensive. Through individual reflection and consultation with a colleague she realizes a solution that attends to students’ concerns and is congruent with her teaching style.
- The Growth: Brandi sees the discrepancy between her high expectations for group work and her minimal investment in preparing students for group work. She finds a solution that maintains her expectations and also positions her students for success.