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Forming Student Teams to Incorporate Soft Skills and Commonality of Schedule

Author

Listed:
  • Andrew Bowers

    (CapTech Consulting, McLean, Virginia 22182)

  • Melissa R. Bowers

    (Stokely Management Center, University of Tennessee, Knoxville, Tennessee 37966)

  • Nana Bryan

    (Stokely Management Center, University of Tennessee, Knoxville, Tennessee 37966)

  • Paolo Letizia

    (Stokely Management Center, University of Tennessee, Knoxville, Tennessee 37966)

  • Spencer Murphy

    (Comcast, Atlanta, Georgia 30339)

Abstract

It is widely recognized that students’ learning can be enhanced and facilitated when students have the opportunity to work together in teams. As a consequence, the pursuit of a methodology to form optimal student teams continues to challenge academics. Based on a review of related literature, we propose a model that includes new approaches to two team criteria. The first is a discrete optimization approach to commonality of schedule. To facilitate team meetings, we offer an exact formulation to ensure students on a given team share a minimum number of common time slots during which they are available. The second team criterion is sufficient soft skills. Using a unique text analysis approach, we ensure that each team includes students with adequate soft skills, such as leadership and interpersonal skills. Our analytic approach enhances the students’ learning experience and class performance and simplifies the faculty task of forming teams.

Suggested Citation

  • Andrew Bowers & Melissa R. Bowers & Nana Bryan & Paolo Letizia & Spencer Murphy, 2023. "Forming Student Teams to Incorporate Soft Skills and Commonality of Schedule," Interfaces, INFORMS, vol. 53(2), pages 111-127, March.
  • Handle: RePEc:inm:orinte:v:53:y:2023:i:2:p:111-127
    DOI: 10.1287/inte.2022.1129
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    References listed on IDEAS

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    Cited by:

    1. Robert M. Curry & Joseph Foraker & Gary Lazzaro & David M. Ruth, 2024. "Practice Summary: Optimal Student Group Reassignment at U.S. Naval Academy," Interfaces, INFORMS, vol. 54(3), pages 205-210, May.

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