Social Skills in College Classrooms

Michele D. Zwolinski

August 11, 2004

Project Summary

The benefits of cooperative learning (CL) for undergraduate science students are well documented (National Institute for Science Education - College Level One 1997; Springer, Stanne et al. 1999; Lord 2001). CL improves student achievement and enhances student enjoyment of, and attitudes toward, learning science (Springer, Stanne et al. 1999; Lord 2001). These benefits have lead to an increased interest in CL among college science instructors, and practical guidance for implementing CL is widely available (National Institute for Science Education - College Level One 1997; Johnson, Johnson et al. 1998; Millis and Cottell 1998; Johnson and Johnson 2003).

CL works because it is active, student-centered, and social (Johnson, Johnson et al. 1998). A CL activity in a science course might involve reading, writing, planning experiments, designing questions, or solving problems. Throughout, students work together to ensure each person understands the content. This multi-layered approach toward active-learning improves understanding and retention. Since CL shifts emphasis from the instructor to the students, students also have opportunities to build social support networks and to learn and practice many social skills, such as leadership, communication, and respect for diversity (Lord 2001). The development of social relationships and skills helps students to gain confidence in their ability to learn and to build trust in their teammates. This leads to improved attitudes toward the subject and often to the retention of underrepresented populations in science programs.

Social skills, often also called transferable skills, ìreal-lifeî skills, teamwork skills, or interpersonal skills, are the strategies and behaviors people use to promote success while working within a group (Johnson, Johnson et al. 1998). These skills, however, are sometimes neglected in college courses, even those that use CL. Instructors sometimes assume social skills are learned passively and choose to not take time away from course content. While it is possible for students to develop social skills in the context of small group activities, the skills need to be emphasized for students to recognize the value of learning and practicing them (Overton 2003). Mastering social skills, like any other skill, requires definition, practice, assessment and refinement (Johnson and Johnson 2003). Although college students have accumulated many social skills though a lifetime of educational and recreational activities and personal relationships, they may not know how to apply these skills in a professional environment.

The objectives of this project were 1.) To determine if purposefully including social skills in an introductory biology laboratory would improve small-group function, classroom atmosphere, and student learning and attitudes. 2.) Design activities any instructor could use to facilitate social skill development, and 3.) Develop tools for assessing small group fitness and social skills proficiency.

Course Context and Learning Activities

Designing the social skills activities

Thirteen social skill-building activities, or skills stations, were developed for an introductory biology laboratory course. The activities were designed to teach students the social skills required for effective small group work (Table 1). The skills were chosen based on conversations with the introductory biology faculty about the social skills needed by their students. The activities were designed based on the Johnson and Johnson (1998; 2003) model for social skill-building in cooperative learning courses. To be well integrated into the labs the activities needed to:

… be short, modular, and easily adaptable.

… emphasize accountability and interdependence within small-groups.

… include group processing.

… be easy for instructors to use without formal training in cooperative learning techniques.

… include teaching notes with examples and suggestions.

Table 1. Social Skill Stations Included in the Biology 101 Laboratories

Lab #	Lab Topic	Skill Station
1	Science as a way of Knowing	Name tags and Group folders
2	Cell Structure	Professionalism
3	Molecules	Encouragement and Constructive Criticism
4	Enzymes	Trust
5	Photosynthesis	Ensuring Understanding
6	Energy	Group Assessment
7	DNA I	Identifying the Usefulness of Group Skills
8	DNA II	Reading, Listening, Paraphrasing
9	Natural Selection	Interrelatedness of Group Skills
10	Extinction	Asking Questions
11	Diversity
12	Diversity	Assessment
13	Ecological Footprint	Celebrate Success
Other Skills Stations	Developed but not used in Biology 101	Cooperative Leadership

Testing skills stations

The skills stations were tested in four sections (32 students each) of Biology 101 laboratory. These sections were taught by the same instructor. In two sections he used the group skills, and in two he did not. Each section was divided into eight groups of four students each. The groups were instructor assigned and permanent for the duration of the semester. The groups worked together to complete each weekís lab. I observed all of his sections periodically over the semester to monitor the quality of the group interactions. I collected data on student grades, attendance, and student responses to questions asked in the group skills activities. All students were also administered a pre- and post-semester survey that assessed their understanding of science and their attitudes toward learning biology.

Three other Biology faculty members also used the skills stations in Biology 101 (Fall 2003); serving an additional 190 students. Each instructor had different criteria for grading the lab sessions, but all required the groups to work together. I met regularly with the instructors to discuss the use of each group skill station, address questions, and receive feedback. Instructor comments about the skills stations were the basis for altering the content of the stations for Spring 2004 semester.

Key Findings and Evidence

Does practicing social skills improve studentsí attitudes or learning?

Not in this study. Overall student grades on tests, exams, and quizzes, and their survey responses, were similar regardless of whether social skills were discussed or not. However, grades and surveys may not provide adequate resolution of the value of these activities on student learning and attitudes.

Does emphasizing social skills alter group function or classroom atmosphere?

… Yes, based on classroom observations and discussion with faculty, there are differences between classes used the social skill stations and those that did not.

ñ Groups trained in social skills:

ï Completed labs faster

ï Used a ìDivide and Conquerî strategy ñ well organized

ï Had less inter-group conflict

ï Were less frustrated with lab tasks

ï Discussed lab content within group

ï Worked more independently

ñ Students understand why group work is used

ñ Students still donít trust each other with their learning

ï Introductory Biology instructors have noticed the skills stations:

ñ Provide opportunities to address classroom issues

ï e.g. Professional behavior

ñ Help identify and mediate dysfunctional group issues

ñ Facilitate using cooperative learning

ñ Help create a student-centered and learning-oriented classroom atmosphere.

Student quotes about group-work:

Positive comments

ï ìWe also get along fine and sometimes even laugh during the most boring and dull moments.î

ï ìWe are able to share ideas without being called cheatersî

ï ìI like working in our group because I would never be able to figure out any of this with out the help of my group workers. I think that combined itís a security thing.î

ï ìI personally love working in my group because right now Iím not doing too hot and they are really helping me out a lot.î

Negative comments

ï ìWe are always a step behind what I could have been without the group following meî

ï ìYou are depending on that person being there every day. If you were working by yourself then you would always be there.î

ï ìWhat I dislike about being in a group is that I have to show everyday. If I donít then I let my group down.î

ï ìI donít like is that sometimes one person gets lost in the shuffle.î

ï ìWe donít want to do any more of the small charts (t-charts)î

Instructor comments about using skill stations:

ï ìWith one exception, all of my groups are working wellî

ï ìThere seems to be good camaraderie among the groupsî

ï ìFormally including the skills helps remind the students how to work in groupsî

Other outcomes:

ï Rubric for Assessing Small-Group Proficiency (Table 2)

ñ How well are your small groups operating?

ï 12 Social Skill Building Modules for Improving Group Work in the Classroom

ï A Skills Web Site (http://www.uwstout.edu/skills)

ñ To share skill building modules

ñ Developing skills stations for many types of transferable skills

ï Trust

ï Study Skills

ï Writing Skills

ï Group Communication

ï Diversity Appreciation

ï Critical Thinking

ï Time Management

ï Poster presentation at the American Society for Microbiology Undergraduate Research Conference

ï More Questions:

ñ How do the social aspects of group work influence student learning?

ñ How can we assess social skill development?

ñ Do social skills taught in a general education biology course transfer to other courses or future work?

Table 2. A rubric for assessing small group proficiency: How well are your small groups operating?

NOVICE ñDysfunctional Groups

INTERMEDIATE ñ Average Groups

EXPERT ñ Highly Effective Groups

What characteristics does the group display?

… Homogeneous

… Large (>5 people)

… Poor attendance

… Shallow conversation

… Individuals may be egotistical, lazy or competitive

… Often off-task, distracted

… Polite conversation

… Small (£ 4 people)

… Regular attendance

… Lack confidence in group

… See group work as necessary but not fair

… Heterogeneous

… Small (£ 4 people)

… Active listening

… Seek and share information

… Respect diversity

… Trust

… Accountable to each other

What strategies do student groups use to accomplish a task?

… Rely on a few members do all of the work

… Donít complete assignments or do them poorly

… Members work independently

… One person dominates /tyrannical leadership

… Arguments

… Divide and conquer tasks

… Individual efforts

… Rarely critical of each other

… Depend on instructor for guidance

… Some encouragement to participate

… Conflict resolution may not satisfy everyone

… Discuss, plan, and decide as a group

… Set goals

… Share responsibilities and leadership

… Work together outside of class

… Establish group roles

… Summarize and integrate group knowledge

… Check each other for understanding

… Share constructive criticism

… Mediate conflicts

… Evaluate progress

What are the outcomes for individual students?

… Some students may do well while others fail.

… Limited benefit from group interactions

… Individuals may be left behind; they only learn their ìpartî

… Some students benefit from groups

… Some students fear the group is ìbringing them downî

… All group members benefit from interactions

… Better grades for everyone

… Build group skills and confidence

… Develop a social support network

(bold skills were used as skill stations)

Conclusions

Social skills are a necessity for successful cooperative learning groups. We have developed several short skill-building stations to encourage students to learn, discuss, and practice social skills. Overall, the stations improved small-group relationships and helped instructors facilitate cooperative learning. If and how these activities impact student grades and attitudes could not be determined. However, course performance may not be the best indicator of the value of consciously including social skills development in the classroom.

A better measure may be the quality of the small group interactions. A rubric for evaluating small group proficiency has been designed based on classroom observations and recent literature. Instructors and students can use the rubric to identify the skills their groups need to develop to become highly effective teams.

The skills stations provide opportunities for students to practice transferable skills in a supportive atmosphere. The overt inclusion of social skills in the curriculum can help students to recognize the value of these skills to their success in college and beyond.

ìI honestly believe that each lab required group cooperation in order to finish the lab. Being in a group requires you to take on responsibility for yourself and your group mates.î -- student quote

References

Johnson, D. W. and Johnson, F. P. (2003). Joining Together: Group Theory and Group Skills. Boston, MA, Pearson Education, Inc.

Johnson, D. W., Johnson, R. T., et al. (1998). Cooperation in the Classroom. Edina, MN, Interaction Book Company.

Lord, T. (2001). "101 Reasons for using cooperative learning in biology teaching." The American Biology Teacher 63: 30-38.

Millis, B. J. and Cottell, P. G. (1998). Cooperative Learning for Higher Education Faculty. Phoenix, AZ, The Oryx Press.

National Institute for Science Education - College Level One (1997). Collaborative Learning, Small Group Learning Page, University of Wisconsin-Madison.

Overton, T. (2003). Key aspects of teaching and learning experimental sciences and engineering. A Handbook for Teaching and Learning in Higher Education. H. Fry, S. Ketteridge and S. Marshall. Sterling, VA, Kogan Page Ltd.: 255-277.

Springer, L., Stanne, M. E., et al. (1999). "Effects of cooperative learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis." Review of Educational Research 69: 21-51.