Gerber, B. (1993). That Old Team Spirit. Training, 30 (5), 10.
This article is describes a situation in which a very poorly designed group assignment produced some serious problems. Unfortunately, instead of dealing with the real cause of the problem (i.e., bad assignments), the author not only "throws the baby with the bath", she goes one step further and argues that we should quit taking baths (i.e., stop using groups). It is important for two reasons. One is that it shows many of the long-term negative consequences of using learning groups inappropriately. The other it should serve as a warning for those who use and write about learning groups.

Kagan, S. (1996). Avoiding the group-grades trap. Learning, 24(4), 56-58.
This article describes 6 situations in which group work on a poorly designed assignment produced a variety of serious problems. Unfortunately, instead of dealing with the real cause of the problem (i.e., bad assignments), the author "throws the baby out with the bath" by using each of the examples to support his argument that instructors should avoid counting group assignments as part of their grading system.

Johnson, D. W., Johnson, R. T., and Smith, K. A. (1991). Cooperative Learning: Increasing College Faculty Instructional . ASHE-ERIC Higher Education Reports, No. 4. Washington, D.C.: School of Education and Human Development, The George Washington University.
This is an excellent resource. Although many of the prescriptions are limited by its frame of reference (i.e., a focuses on working with shorter-term groups), it offers excellent advice with respect to designing and managing in-class group activities.

Michaelsen, L. K. and Black, R. H. (1994). Building learning teams: The key to harnessing the power of small groups in higher education. In Collaborative Learning: A Sourcebook for Higher Education, Vol. 2 (pp. 65-81). Kadel, S. & Keehner, J. (Eds.) State College, PA: National Center for Teaching, Learning and Assessment.
This paper provides an overview of Team Learning, a comprehensive, group-based instructional format originally developed to facilitate active learning in large classes, but has subsequently proven to be effective in a wide variety of instructional settings. These include class sizes of up to 300 students, courses in over 70 academic disciplines, and with students ranging from freshmen on academic probation, through graduate seminars and even participants in corporate-sponsored professional and management development courses.

Michaelsen, L. K., Black, R. H. and Fink, L. D. (1996). What every faculty developer needs to know about learning groups. In To Improve the Academy: Resources for Faculty, Instructional and Organizational Development, 1996 (pp. 31-58). Richlin, L. (Ed.). Stillwater, OK : New Forums Press Co.
This paper outlines how and why ill-conceived group assignments are the root cause of the vast majority of problems associated with learning groups. It also provides a rationale and conceptual framework for assessing the learning value of group assignments by examining their impact on: 1) group development, and 2) the cognitive processes through which learning occurs.

Michaelsen, L. K., Fink, L. D. and Knight, A. (1997). Designing Effective Group Activities: Lessons for Classroom Teaching and Faculty Development. In To Improve the Academy: Resources for Faculty, Instructional and Organizational Development, 1997 (pp. 373-397). DeZure, D. (Ed.). Stillwater, OK : New Forums Press Co.
This paper identifies the factors that affect the level of social loafing that often occurs in learning groups and offers specific guidelines for designing group assignments that promote broad-based member preparation for and contribution to group work.

Michaelsen, L. K. , Jones, C. F. & Watson, W. E. (1993). Beyond Groups and Cooperation: Building High Performance Learning Teams. In To Improve the Academy: Resources for Faculty, Instructional and Organizational Development, 1993. Wright, D. L & Lunde, J. P. (Eds.). Stillwater, OK : New Forums Press Co., 1993.
This article evaluates the soundness of the prescriptions of three common approaches for using learning groups (i.e., as a supplement to lecture-based courses, cooperative learning, and Team Learning) comparing them with respect to the factors that promote the development of high performance work teams in non-educational settings.

Michaelsen, L.K. (1998) Three Keys to Using Learning Groups Effectively. Teaching Excellence: Toward the Best in the Academy, Vol. 9, 1997-1998. POD Network, Ames, IA.
This essay identifies and provides examples of three keys for using learning groups effectively. The keys are: 1) promoting ongoing accountability, 2) using individual and group assignments that are linked and mutually reinforcing and, 3) adopting practices that stimulate idea exchange.

Millis, B. J. and Cottell, P. G.,Jr. (1998). Cooperative Learning for Higher Education Faculty. Phoenix, AZ: Oryx Press.
This is an excellent resource. Although many of the prescriptions are limited by its frame of reference (i.e., a focuses on working with shorter-term groups), it offers excellent advice with respect to designing and managing in-class group activities.