Group work is essential for student development, providing practice in collaboration and leadership. Yet many students (and instructors) dread the challenges that can arise when group dynamics go wrong. What if there was a way to address these concerns proactively while improving student engagement?
In May, I co-facilitated the Course Development Institute for Active Learning (CDI-AL); one of my favorite parts of the CDI-AL is learning from instructors. As the group was talking about the challenges of collaborative learning, Joseph Brentlinger shared a strategy many valued: the “Lonely Island Policy for Group Work.” It’s a clear, tiered approach that supports students while encouraging accountability.
How the Policy Works
The policy is introduced early and transparently. On the first day of class, Joseph mentions the policy exists “for students’ protection,” avoiding threatening language. During the second class’s syllabus discussion, the full policy is explained, with time for questions. The policy itself is straightforward: if all group members email stating that one student isn’t contributing, the instructor contacts that student directly to schedule a meeting to discuss expectations and any reasons the student may be struggling. The student receives a genuine opportunity to rejoin group work and turn things around. If behavior doesn’t change and the group sends another email, the instructor suggests the student consider whether the course timing is right for them, sending a gentle nudge toward course withdrawal if needed.
The Origins and Evolution
This approach emerged from Joseph’s graduate school experience as an Associate Instructor. He explained that a supervising professor used a similar policy, describing how students could be “voted off the island,” inspiring the current name. (Thankfully, no reality tv cameras or tribal councils were involved.) Joseph re-worked the policy to fit their own instructional style, creating a policy that feels supportive and like a safety net.
Changes in Student Engagement
Joseph explained, “Students feel protected by the policy. They realize it is there for each of them.” Students recognize they won’t be exploited by underperforming members, but also that they won’t face unfair accusations or ill-will. Joseph shared that he only needed to enact the policy once, and that student became the most productive group member afterward. The policy’s mere existence creates a proactive framework that addresses potential issues before they escalate.
Why It Works
The policy succeeds because it combines formal written elements with informal conversational ones. It’s tiered and transparent, ensuring students understand expectations by the second class. Rather than creating fear, it builds confidence that group work will be fair and productive. By acknowledging that group work challenges exist and providing a clear path forward, Joseph’s policy transforms often anxiety-inducing-group work (we’ve all heard the groans when we require it…) with opportunities for genuine collaboration.
Wanting to learn more about successful group work dynamics? Associate Instructors should consider attending our Associate Instructor Orientation’s “Tackling Teamwork: Facilitating Successful Group Work and Collaborative Learning” on Wednesday, August 20th, 10:30 – 11:45 AM. Faculty can reach out to us for a one-on-one interview at the citl@iu.edu.
Leave a Reply