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of Teaching and Learning  \n\n| Volume 7 | Issue 2 | Article 3 |\n| --- | --- |\n| 12-11-2016\u003Cbr>Collaborative Work and the Future of Humanities Teaching\u003Cbr>Michael Ullyot\u003Cbr>University of Calgary, ullyot@ucalgary.ca\u003Cbr>Kate E. O'Neill\u003Cbr>University of Calgary, [letterstokateoneill@gmail.com](letterstokateoneill@gmail.com)\u003Cbr>Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea)\u003Cbr> Part of the Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education Commons, and the Rhetoric and Composition Commons |  |\n\nRecommended Citation  \nUllyot, Michael and O'Neill, Kate E. (2016) \"Collaborative Work and the Future of Humanities Teaching,\" The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 7: Iss. 2, Article 3.  \nAvailable at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss2/3](http://ir.lib.uwo.ca/cjsotl_rcacea/vol7/iss2/3)  \nCollaborative Work and the Future of Humanities Teaching  \nAbstract  \nThis article explores the degree to which student collaborations on research and writing assignments can effectively realize learning outcomes. The assignment, in this case, encouraged students to contribute discrete parts ofa research project in order to develop their complementary abilities: researching, consulting, drafting, and revising. The outcomes for students included appreciation for their individual expertise, and experience combining discrete contributions into a result that surpasses the sum ofits parts. In the course, we gave students preliminary guidance for establishing team objectives and roles for the duration of this assignment and asked them to evaluate their learning experience at the end. In this paper, we analyze the students’quantitative and qualitative feedback, and suggest ways to structure and supervise collaborative assignments so that students develop their expertise and complementary skills. We suggest that collaborative work such as this is essential for advanced undergraduates in the humanities, where collaborations are less common than in other disciplines. Moreover, we conclude that future humanities instructors should be open to the benefits of collaborative research and writing. This article will be of interest to instructors who wish to develop collaborative assignments that improve students’ disciplinary expertise, engagement with course materials, and outreach to audiences beyond the academy.  \nCet article explore la mesure dans laquelle le travail en collaboration des étudiants en matière de recherche et de rédaction de devoirs peut aboutir à des résultats d’apprentissage efficaces. Dans le cas présent, le devoir demandé devait encourager les étudiants à contribuer à des sections distinctes d’un projet de recherche afin dedévelopper leurs compétences complémentaires : mener à bien la recherche, consulter, préparer un brouillonet réviser. Pour les étudiants, les résultats comprenaient l’appréciation de leur expertise individuelle et l’expérience d’incorporer des contributions distinctes à un résultat qui dépassait la somme de ses parties. Dans le cours, nous avons fourni aux étudiants une orientation préliminaire pour établir les objectifs et les rôles du groupe pour la durée de ce devoir et nous leur avons demandé à la fin d’évaluer leur expérienced’apprentissage. Dans cet article, nous analysons la rétroaction qualitative et quantitative des étudiants et suggérons des manières de structurer et de superviser les devoirs en collaboration afin de permettre aux étudiants de développer leur expertise et leurs compétences complémentaires. Nous suggérons que le travail en collaboration tel que celui présenté ici est essentiel pour les étudiants de niveau avancé au premier cycle en sciences humaines, où le travail en collaboration est moins commun que dans d’autres disciplines. De plus, nous concluons que les futurs instructeurs en sciences humaines devraient","cbCaigIJyCfDUF9B","https://ap.wps.com/l/cbCaigIJyCfDUF9B","pdf",560128,21,"English","# Abstract\n## Collaborative assignment design\n## Learning outcomes and feedback analysis\n## Recommendations for instructors","[{\"question\":\"How does the study structure student collaboration in research and writing?\",\"answer\":\"Students were asked to contribute discrete parts of a research project, developing complementary abilities such as researching, consulting, drafting, and revising.\"},{\"question\":\"What learning outcomes does the article focus on?\",\"answer\":\"The outcomes include students’ appreciation of individual expertise and the experience of combining contributions into a result that exceeds the sum of its parts.\"},{\"question\":\"What guidance does the paper recommend for collaborative assignments?\",\"answer\":\"Instructors should provide preliminary support for establishing team objectives and roles, then use students’ quantitative and qualitative feedback to structure and supervise collaboration effectively.\"}]","Collaborative Work and the Future of Humanities Teaching - Article 3 | PDF",1792081502,53]