Michael (and all),
It's probably at least 10 years old but there are some findings reported the first in a series of reports in a major study of undergraduate students by Richard Light concluded that:
1) all students got more out of their college experience (learning and a bunch of other stuff) if they engaged in group work but, FEMALE STUDENTS SHOWED THE GREATEST GAINS.
2) FEMALE STUDENTS WERE LEAST LIKELY TO VOLUNTARILY form and/or join in study groups.
Larry
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Larry K. Michaelsen
Professor of Management
University of Central Missouri
Dockery 400G
Warrensburg, MO 64093
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660/429-9873 voice <---NEW ATT cell phone
660/543-8465 fax
>>> "Sweet, Michael S" <[log in to unmask]> 04/27/11 7:04 AM >>>
Thanks, everyone!
I also got this one from Jennie Ferris:
Hello Michael,
Here is an article that points to lower failure rates for women and minorities within the context of the SCALE-UP project, as compared to other physics classes at the same university. (See section F, pp. 11-12 in particular.) Although not explicitly linked to TBL, this project that began at North Carolina State University emphasizes learning environments that lend themselves to team work and active and collaborative learning for university students (round tables for groups, technologies for collaboration, etc.).
Saul, J., Deardorff, D., Abbott, D., Allain, R., and Beichner, R. (2000). Evaluating introductory physics classes in light of the ABET criteria : an example from the SCALE-UP project (session 2380). American Society of Engineering Education; proceedings. http://www.ncsu.edu/PER/Articles/02ASEE2000_S-UP_Eval.pdf
I hope this is helpful!
Regards,
Jennie Ferris
From: [log in to unmask] [mailto:[log in to unmask]]
Sent: Tuesday, April 26, 2011 9:08 AM
To: Sweet, Michael S; [log in to unmask]
Subject: Re: Question
This isn't TBL related, but it speaks to the question about the downsides of traditional teaching methods for women and minorities. It might help challenge the assumption that traditional methods are adequate for women and minority engagement. The article focuses on legal eduction.
Carole J. Bruckner, Realizing Grutter v. Bollinger's "Compelling Educational Benefits of Diversity", 72 U.M.K.C. Law Review 877 (2004).
Margaret Sova McCabe
Professor of Law
University of New Hampshire School of Law
2 White Street
Concord, NH 03301
Phone 603-228-1541
Phone Direct Dial 603-513-5261
Fax 603-228-0386
>>> "Sweet, Michael S" 04/26/11 9:32 AM >>>
She did attach it. For those who did not get an attachment, the reference is:
Williams Woolley, A. et al.. (2010). Evidence for a collective intelligence factor in the performance of human groups. Science(330). 686-688.
-M
From: Dean Parmelee [mailto:[log in to unmask]]
Sent: Tuesday, April 26, 2011 8:28 AM
To: Sweet, Michael S
Cc: [log in to unmask]
Subject: Re: Question
Please attach article or give reference. D
Sent from my iPad
On Apr 26, 2011, at 9:20 AM, "Sweet, Michael S" <[log in to unmask]<mailto:[log in to unmask]>> wrote:
Nice! :-)
-M
From: Sarah Meerts [mailto:[log in to unmask]]
Sent: Tuesday, April 26, 2011 8:19 AM
To: Sweet, Michael S
Cc: [log in to unmask]<mailto:[log in to unmask]>
Subject: Re: Question
Here's an article that shows that the collective intelligence of the group is positively correlated with the number of females in the group, largely because females are more socially sensitive (according to a social sensitivity measure). Apparently, a group with more equally distributed conversational turn-taking has a higher collective intelligence than a group in which a few members dominate the interactions.
Sarah Meerts
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