Submitted by:
Lillian Ghorbani, Undergraduate Academic Assistant, Department of Political Science, Faculty of Arts, UBC Vancouver.
Jasmine Manango, Undergraduate Academic Assistant, Institute for Gender, Race, and Social Justice, Faculty of Arts, UBC Vancouver.
Materials:
Attribution and Use:
This use case is licensed under CC BY-NC 4.0
Purpose
This reflective activity invites students to examine how groupwork was framed, how roles and responsibilities were distributed, and how these factors shaped participation and belonging. It supports inclusive learning by giving students a structured space to name barriers, recognize effective practices, and connect their experiences to course concepts and learning characteristics (e.g., inclusion, equity, agency). Reflection builds metacognition, empathy, and accountability while generating actionable insights for more equitable collaboration.
Overview
Students write a brief reflection (300–500 words) that engages with the guiding prompts about their groupwork experience; the goal is to analyze structures and processes rather than evaluate peers. Students write a brief reflection (300–500 words) that engages with the guiding prompts about their groupwork experience; the goal is to analyze structures and processes rather than evaluate peers.
Learning Objectives
- Reflect on how assignment framing and instruction affected their participation and sense of belonging.
- Encourage students to use one class concept (like inclusion, equity, or agency) to frame their reflection, even if just loosely.
- Identify how personal experience, group roles, and student agency contributed to (or hindered) inclusive groupwork dynamics—helping to find strategies that promote equitable collaboration and shared responsibility.
- Build self-awareness about their preferred communication and working styles.
Activity Instructions
Reflect on one recent group activity in the course. Then, respond to the following prompts in a structured paragraph or short essay format (they do not need to answer them all, but can use them to guide their reflections):
- What aspects of the assignment design (e.g., instructions, role division, deadlines, rubric) made it easier or harder for you to contribute meaningfully?
- How did you experience communication and collaboration in your group?
- What helped you feel heard or valued (or not)?
- What would have made the experience more inclusive for you or your peers?
- Name one practice you will carry into future groupwork and one suggestion for the instructor/course design.
- Focus on your own experience and learning rather than assessing others’ performance. Be specific, but respectful. You are encouraged to use “I” statements and connect your experience to course themes where relevant.
Barriers & Solutions
Barrier:
Students may feel unsure how to reflect honestly on a potentially sensitive or uncomfortable group experience or worry that the critique may be taken personally.
Solution:
- Frame the activity as self-reflection, not peer assessment. Emphasize that it is not about peer evaluation but about analyzing structures and experiences.
- Provide clear prompts and examples of constructive, reflective language (e.g., “I found it difficult to contribute when there wasn’t a clear turn-taking structure…” instead of “Bob didn’t let me talk… no one listened to me”).
Barrier:
If students had a neutral or unremarkable group experience and aren’t sure what to say.
Solution:
- If their groupwork felt smooth, ask what elements made that possible, or what would have made it better or worse.
Benefit:
Students who prefer structure or who need scaffolding are supported in expressing their reflections. The activity promotes self-awareness, empathy, and equitable group practices.
Evaluation
Completion-based grading. To receive credit, reflections must:
- Be between 300-500 words (or about 1 page) using full sentences and paragraphs.
- Show honest and respectful engagement with at least 2-3 of the guiding prompts; grammar and syntax mistakes will not be penalized.
- Focus on your own learning and experiences.
Reflections will be evaluated based on clarity and the student’s honest and respectful engagement, not on grammar or syntax. The emphasis should be on the depth of reflection and the ability to connect personal experiences to course structure and work habits.
Feedback Comments may include:
- “You offered a thoughtful perspective on how role clarity impacted your participation—what could improve it in the future?”
- “Nice job connecting your experience to course ideas around agency and collaboration.”
- “You reflected honestly on a complicated situation” discussion. Ultimately, these assignments fosters in students a sense of responsibility and agency over their research.
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