Teaching.IU

Context

This strategy was initially piloted in March 2020 in 3 sections of BUS-K 204, The Computer in Business (HONORS). The approximate number of students per section was 30 who were placed in teams of 6 students each. It was then implemented across all 11 sections of K204 during the Fall 2020 and Spring 2021 semesters, impacting approximately a total of 660 students. 

At the center of K204 is a Service-Learning Project. For this project, students who were just introduced to database concepts in January and February are tasked with developing a fully functional database application that meets all the requirements of a real-world client. I chose to use Microsoft Teams to develop private workspaces for student teams where they could store and collaborate on files, have meetings, post notes, comments, and questions to the team, get support from faculty and TAs, and easily communicate with the client. 

Step-by-Step Implementation

The only tool necessary for this strategy to work is Microsoft Teams. However, MS Teams PowerShell cmdlets allow for the architecture to be easily scaled up to accommodate hundreds of students across many sections of a course. 

1. Evaluate the coursework and course culture to determine if there is or can be an emphasis on teamwork, engagement, and opportunity. The service-learning component was integral to the immersive experience. 

2. Consider questions related to the content that may cause students to think about how the topic applies to the real world. Create Microsoft Forms with questions for students to answer and post links to the Teams channel. I used 2 multiple-choice questions and 1 essay question for each class. Students who answered the questions correctly and provided a response to the essay question received participation points.

3. Working in teams is a great way to build community. Consider small exercises that teams can work on together in breakout sessions as part of class time.  

• Create private channels, adding any TAs as “owners” of the channels, so that you can instruct the TAs to add the students to each team. If having assigned teams is not necessary, using the Teams Breakout rooms would also be an option.  
• Assign roles for students e.g. screen sharer, problem reader, note taker, etc. and encourage students to discuss the problem/assignment and how to complete it.  
• Have instructor and TAs join team breakout sessions to continue to provide support as they work in their teams. 

4. Optional: Manage participation makeup requests using PowerAutomate. I created a Microsoft Form that I send to students who are requesting a makeup for participation points. They select from a list the class they missed. When the form is submitted, a “Flow” created using PowerAutomate will send that student a link to the questions for the class they missed.

Effectiveness

On all accounts, it was a successful strategy. Student teams who decided to put in the extra work necessary to compete in the service-learning case competition all felt that they had the support needed to succeed. And, perhaps more importantly, during each semester the client received a functional database application that met their needs and allowed them to better serve their communities. Amidst a pandemic, a team of 6 young women living in different time zones were provided with the resources necessary to develop a functional database application for the Jackson County Juvenile Home located in Brownstown, IN and won the case competition.