Teamwork pedagogies are used for teaching and learning in sociology, addressing general education goals, and developing students’ professional skills. Nevertheless, problems arise in group work that negatively affect learning, engagement, treatment of others, and team satisfaction. An intervention was added to an Introduction to Sociology course with an established teamwork pedagogy to improve these outcomes. We compared the results of student surveys before and after the intervention, finding improvement in students’ satisfaction with teamwork and students’ perceptions of their teammates. There were large, statistically significant improvements in interactional fairness. Students’ perceptions of learning improved, although the gains were not statistically significant. We theorize that the intervention improved the psychological safety climate for students, resulting in attitudes and dispositions that benefited social interactions in their teams. Our study demonstrates that faculty can encourage productive behavior in student teams with carefully crafted interventions.

团队合作教学法用于社会学的教学和学习、解决通识教育目标和培养学生的专业技能。然而，小组工作中出现的问题会对学习、参与、对待他人和团队满意度产生负面影响。在社会学导论课程中添加了一项干预措施，并采用既定的团队合作教学法来改善这些结果。我们比较了干预前后的学生调查结果，发现学生对团队合作的满意度和学生对队友的看法都有所提高。交互公平性有显着的统计学显着改善。学生对学习的看法有所改善，尽管这些收益在统计上并不显着。我们推测，干预改善了学生的心理安全氛围，从而产生了有利于团队中社交互动的态度和性格。我们的研究表明，教师可以通过精心设计的干预措施鼓励学生团队的生产行为。