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Example 2: Russ Pimmel, University of Alabama
teaches the senior/junior course in computer engineering with extended projects.
“By reviewing the weekly progress reports (short multiple-choice surveys of progress, effort, and cooperation); I can identify teams with problems. If I have determined that a team has a problem, then I ask them to see me either before or after class for a very brief meeting in which I determine if they have resolved their problem and have made some adjustments (usually the case) or need further attention. If the problem results from a noncontributor, then I reassure them that slacker will get no credit unless he or she gets involved. I then try meet privately with the individual to point out the penalties for not contributing and to encourage him or her to become a player. If the problem is deeper, I try to draw them out and get them to clarify the difficulty and to identify approaches for dealing with it. I usually check with them a few days later and pay special attention to their next progress report.”
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