Group or team work has become a staple element of workplace environments, and research has indicated that groupwork imparts many benefits to employers and students/employees alike. In response, public affairs programs have increasingly incorporated group projects into the MPA learning experience, but insight into how students perceive team activities is limited.This article addresses that knowledge gap with an analysis of the experience of more than 100 students in diverse team class activities in a variety of courses at the University of Nebraska at Omaha.The analysis identifies the characteristics that make the team project experience more satisfying to students and therefore more effective and useful in future groupwork.
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