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Bringing Teamwork and Experiential Learning to Large First Year Classes: The UTSC Approach and the Student Perspective

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Title: Bringing Teamwork and Experiential Learning to Large First Year Classes: The UTSC Approach and the Student Perspective
Language: English
Authors: Lilaani Thangavadivelu, Steve Joordens
Source: Canadian Journal for the Scholarship of Teaching and Learning. 2025 16(1).
Availability: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
Peer Reviewed: Y
Page Count: 41
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Descriptors: Teamwork, Experiential Learning, Large Group Instruction, Introductory Courses, Skill Development, Foreign Countries, Student Attitudes, Soft Skills, Peer Evaluation, School Community Programs, Technology Uses in Education, Student Motivation, Value Judgment, Learner Engagement, Student Empowerment, Public Health, Donors
Geographic Terms: Canada (Toronto)
ISSN: 1918-2902
Abstract: Experiential learning and having students work in teams are two educational contexts that allow students to exercise the sorts of skills that bring success in post-graduation life: skills like critical and creative thought, effective communication and collaboration, and the ability to not only see one's strengths and weakness, but also the skills needed to grow personally. Typically, these sorts of experiences are only offered in smaller upper-year courses simply because of the logistics involved in managing such work. This paper argues that the development of such skills is too important to wait until third or fourth year, especially given the accelerated advance in AI technologies which make these human skills more important than ever to student success. In this report, the University of Toronto Scarborough Approach to Teamwork and Experiential Learning is described, which works even with extremely large first-year courses. Research data is given, describing an implementation of this approach within an 1800-student introductory course and showing that not only can such an approach be used without causing student dissatisfaction, but rather, students find it interesting, see its value, and feel competent throughout.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489094
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Bringing Teamwork and Experiential Learning to Large First Year Classes: The UTSC Approach and the Student Perspective
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  Data: <searchLink fieldCode="AR" term="%22Lilaani+Thangavadivelu%22">Lilaani Thangavadivelu</searchLink><br /><searchLink fieldCode="AR" term="%22Steve+Joordens%22">Steve Joordens</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+for+the+Scholarship+of+Teaching+and+Learning%22"><i>Canadian Journal for the Scholarship of Teaching and Learning</i></searchLink>. 2025 16(1).
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  Data: University of Western Ontario and Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: info@cjsotl-rcacea.ca; Web site: http://www.cjsotl-rcacea.ca/
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  Data: Experiential learning and having students work in teams are two educational contexts that allow students to exercise the sorts of skills that bring success in post-graduation life: skills like critical and creative thought, effective communication and collaboration, and the ability to not only see one's strengths and weakness, but also the skills needed to grow personally. Typically, these sorts of experiences are only offered in smaller upper-year courses simply because of the logistics involved in managing such work. This paper argues that the development of such skills is too important to wait until third or fourth year, especially given the accelerated advance in AI technologies which make these human skills more important than ever to student success. In this report, the University of Toronto Scarborough Approach to Teamwork and Experiential Learning is described, which works even with extremely large first-year courses. Research data is given, describing an implementation of this approach within an 1800-student introductory course and showing that not only can such an approach be used without causing student dissatisfaction, but rather, students find it interesting, see its value, and feel competent throughout.
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  Data: EJ1489094
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 41
    Subjects:
      – SubjectFull: Teamwork
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Large Group Instruction
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Soft Skills
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: School Community Programs
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Value Judgment
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      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Student Empowerment
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      – SubjectFull: Public Health
        Type: general
      – SubjectFull: Donors
        Type: general
      – SubjectFull: Canada (Toronto)
        Type: general
    Titles:
      – TitleFull: Bringing Teamwork and Experiential Learning to Large First Year Classes: The UTSC Approach and the Student Perspective
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            NameFull: Lilaani Thangavadivelu
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            NameFull: Steve Joordens
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              Y: 2025
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