Students’ Perceptions and Engagement Utilizing Group Assignments

Presenter Information

Kathleen Mae Fischer, University of Louisville School of DentistryFollow
Taran Thomas Williams, University of Louisville School of DentistryFollow
Joseph David Hannigan, University of Louisville School of DentistryFollow
Pauletta Gay Baughman, University of Louisville School of Dentistry

Publication Date

2021

Abstract

Educators have a vast array of teaching and learning techniques available when planning classroom projects. When introducing lecture content, an educator needs to choose the method that focuses on maximizing student engagement while incorporating the students’ perceptions and needs. Research has widely shown that placing students in groups not only increases their educative retention level, but also maximizes student engagement skills necessary to prepare them for the workforce. For our exercise, we started by dividing the class into small groups. Each group received a specific classroom topic with project presentation guidelines. Next, we allotted students class time to meet as a group to discuss topic guidelines, task allocations, and assignment setup while practicing soft engagement skills. Students completed the project by fabricating a PowerPoint presentation and presenting the content to the rest of the class. The last component involved a post-survey assessing the students’ perceptions and engagement practices utilized for each group assignment.

Author Biography

Kathleen Mae Fischer graduated from University of Louisville School of Dentistry in 2005. She worked in a private practice setting for 12 years before transitioning to the university. She is currently an assistant term professor at the University of Louisville School of Dentistry where she is serving as the Course Director for Introduction to Clinical Dentistry I.

Tarin Thomas Williams graduated from dental school in 2005 and is currently an assistant term professor where she is serving as the course director for Introduction to Clinical Dentistry II. She worked in a private practice setting for ten years and has been involved with dental education for eight years.

Joseph David Hannigan is a 2002 graduate of the University of Louisville School of Dentistry where he is currently an assistant term professor serving as a clinical team leader. He participates in the affiliated faculty practice and was in private practice for thirteen years before joining at the university.

Pauletta Gay Baughman is a Clinical Associate Professor at University of Louisville’s School of Dentistry, and a 1981 graduate of the school. She is a Fellow of the American College of Dentists. Presents internationally and nationally including the International Association for Dental Research and published in the Journal of Dental Education.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.