Improving Student Team Formation in Design Classrooms Using a Novel Approach

This paper proposes a novel method for student team formation, using a combination of student-provided information, instructor guidance, data visualization, and real-time classroom facilitation. There is debate as to the performance of student teams formed by instructor, by student preference, or by random assignment [1]; this new model hybridizes student input with instructor guidance and in-class dialogue. In this new approach, students complete a survey declaring preferences for collaboration style, as well as strengths and skill development goals. This survey data allows the creation of visualizations used to build potential teams, which are then shared with students in conjunction with discussion on the advantages and disadvantages of each team formation strategy. Then through in-class dialogue, teams may be revised in real time, based on student input. It is during this instructor-facilitated discussion when final team composition is determined; this instructor-guided, student-driven process aims to cultivate strong student buy-in and ultimately result in high-performing teams due to direct involvement of students in team formation. The focus of this paper is the methodology, opportunities to improve it, its significance and limitations, and potential future directions.