Faculty Members’ Expectations of Student Behavior in the Small-Group Setting

Abstract

This study examined faculty members’ expectations of student behavior in three types of small group settings (student-directed, teacher-directed, and skill-based) at a single institution. Twenty-eight faculty members participated in in-depth, semi-structured interviews that addressed how students should prepare for small-group sessions, what learning behaviors informants expect students to exhibit, strategies informants use to stimulate group interaction, and how informants evaluate student performance in the small group settings. Analysis of informant responses indicates small-group instructors have similar expectations of student behavior across all small-group settings. Students are expected to have good interactive skills, be well-prepared and participate in the group, and demonstrate knowledge of the material or facility with the skill taught. Given the results that indicate faculty members’ have largely undifferentiated approaches to their evaluation of student performance, efforts should be taken to help faculty hone their small group teaching skills to enhance students’ knowledge and skill acquisition in small-group teaching formats.