LibGuides: High Impact Practices (HIPs): Collaborative Projects

Collaborative Projects

Make Collaboration High Impact

Although we all likely use collaboration naturally in our classes, for collaborative projects to be truly High Impact, there need to be a few intentionally designed elements:

sustained time on task (longer than 1-2 classes)
purposeful team building especially with those with different backgrounds and life experiences
challenging problem solving
sharpening one’s own understanding by listening seriously to the insights of others
public demonstration of competence
reflection

Why Collaborative Projects?

Social Benefits

Develops a social support system for learners
Builds an understanding of diversity among Team members

Psychological Benefits

Increases students’ self-esteem
Cooperation reduces anxiety

Academic Benefits

Promotes critical thinking
Engages active learning
Increases student motivation to learn

Benefits of Collaborative Learning (Laal & Ghodsi, 2011)

Want to Learn More?

Carnegie Mellon Eberly Center
Using Group Projects Effectively

HIPS Collaborative Projects can be achieved in two basic formats at PPCC: a group project or a study group.

Design for Collaborative Projects

1. Decide on the student learning outcomes you want to emphasize through a project. Also decide on project ideas that best fit your course.

2. Design the group project in phases, like these problem-solving steps

Define the problem. Ask "why" or "so what" to problem; collect information; decide causes.
Identify the best solution. Generate alternatives, evaluate, and select.
Implement solutions. Plan, test, and review.

3. Give students choices, like team roles, topics, presentation style.

4. Include some individual components, like reflective questions or researched facts.

5. Schedule time for group set up, work, and reflection.

Have students get to know each other
Review the Tuckman Model for reflection on team dynamics
Review roles and responsibilities.
Prepare students to solve problems and create processes
Regularly ask reflective questions

Design for a Collaborative Study Group

Study Group Guidelines

Tuckman Model for Team Dynamics

the flow beginning with Forming, then Storming, then Norming, then Performing, and finally Adjourning

Source: http://www.mspguide.org/tool/tuckman-forming-norming-storming-performing; Okpalad, based on Tuckman and Jensen (1977)

Collaborative Project Resources

This page provides an overview - along with tools, discussion, prompts, and other resources - to help faculty develop Collaborative Projects and Assignments coursework.

Example Collaborative Assignments

Below you will find several examples of collaborative project assignments that have been used in PPCC courses. These samples may include: assignment descriptions and details, grading rubric examples, examples of team/peer and individual project evaluation, and examples of student papers/projects. Included next to each example is the instructor who developed the assignment and the course in which it originated.

End Lunch Shaming (Andrea Ulrich for HWE100 - Human Nutrition)

End Lunch Shaming Packet
Andrea's original packet, specifically adapted for her HWE 100 Human Nutrition course.

This can be used for guidance when adapting the Collaborative Project Team Packet for your own course.

Lunch Shaming Literature Review
Annotated printout of an online submitted literature review which was part of the HWE 100 collaborative project. It contains instructor feedback and comments (last 3 pages).
Phase 1 Peer Review and Grade Example
This document - another copy of an online version, which contains the graded rubric, the student’s average point value and individual grade for this phase, as well as the feedback from the team. Each student receives one of these each phase.
Phase 2 Projects Proposal
This example is from a different team than the example for Phase 1, just to give you some variety of teams. This example is from a different team than the example for Phase 1, just to give you some variety of teams.
Phase 2 Peer Review and Grade Example
Each student also receives these documents and completes them.
Teamwork Value Rubric
From which the collaborative rubric was developed from, courtesy of the Association of American Colleges & Universities.

Misuse of Graphics Group Project (Karen Summerson for MAT 135)

Misuse of Graphics Group Project
Excellent example of a collaborative assignment handout that details the entire project process to students. Includes the grading rubric used to grade their work.
Personal Evaluation Form for Team Members
Tool for students to evaluate their fellow team members (they do not submit this form), to identify those who have been active and cooperative members of the team.
Peer Review of Team Members
Allows students to rate the degree to which each member fulfilled his/her responsibilities in completing the team assignments. This form is submitted to the instructor.

Adaptable Math Collaborative Assignment

Adaptable project template for group work for 3-4 students.

Food Insecurity at PPCC - Small Group Project (Ann Cushman for MAT 125)

Food Insecurity at PPCC - Small Group Project
In this assignment, students were required to calculate the number of PPCC students potentially experiencing food insecurity, complete comparative analysis between national percentage data and their calculations, and do research on how many students visit the Community Table food pantry each week.

Student entrepreneur Kalie Baker and her team arranged a trial launch of mobile Aspen Market Cafe (pictured) in Fall 2018. Various members of the PPCC faculty/staff community, including Betsy Tuma, Patricia Diawara, Matthew Valdez, Warren Epstein, and Matt Radcliffe provided advice and support for the project.

Coffee and best-selling muffins were "carted" to strategic locations on campus. Kali and Heather have agreed to continue to work together into the Spring of 2019.

“I was lucky enough to have more than a couple classes where we did group work, where the outcomes of our projects made a real-world difference.” -A student describes the value of opportunities to network, prepare career paths, and demonstrate learning through community projects.