Abstract
This article focuses on methods to improve student satisfaction and learning in team projects. The article describes in detail three sequential modules that the instructor can present in class to improve student team performance and learning: (a) starting student teams off on the right foot, (b) helping teams manage diversity and conflict, and (c) helping students learn from their teamwork experience. The article also highlights the role of the teacher as a learning coach during the teambuilding process, tying specific classroom behaviors to each of the three instructional modules. The discussion is supported by survey results on student teams involving 76 business school faculty and 199 undergraduate students. The article concludes that student team projects constitute a valuable peer-centered learning experience only when instructors are active coaches, giving just-in-time feedback and providing focused and concrete guidance at strategic intervals during the semester.
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