TY - JOUR
AU - Cosgrove, Capt Richard D.
AB -  I. INTRODUCTION The fact that group learning can enhance education is well established. No less an authority than Albert Einstein1 argues persuasively for the essentially collaborative nature of human learning. Likewise, Harold Leavitt suggests that all organizations must consider the influence of informal groups on critical processes: ‘‘The problem is not shall groups exist, but shall groups be planned or not? If not, the individualized organizational garden will sprout groupy weeds all over the place.2” More recently, researchers such as Bruffee3, and Johnson and Johnson4 have explored the positive contributions groups can make to education in much greater detail. Porter5 asserts that to be its best, education must become a team sport. The Harvard Assessment Seminars found particularly strong support for the use of groups in higher education.6 How group assignments should be made to optimize student learning is far from clear. Numerous methods of group assignments can be used, ranging from allowing the students to select their own groups to the instructor making the group assignments using a variety of different criteria. This paper presents the results of an investigation into the effectiveness of group performance using five different methods of assigning students to work groups. The 
TI - Assigning Students to Groups for Engineering Design Projects: A Comparison of Five Methods
JO - Journal of Engineering Education
DO - 10.1002/j.2168-9830.1994.tb01113.x
DA - 1994-07-01
UR - https://www.deepdyve.com/lp/wiley/assigning-students-to-groups-for-engineering-design-projects-a-Hawb7UyGjg
SP - 259
VL - 83
IS - 3
DP - DeepDyve
ER -