Collaborative Assignments and Projects as a High-Impact Practice

The following provides information to help faculty and administrators assess and implement collaborative assignments and projects as a high-impact practice at Kennesaw State University. You can also download a two-page and full-length document for your reference or to print.

Definition Collaborative Assignments and Project

The National Institute for Science Education aptly states that “Collaborative learning is an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or create a product” (NISE, 1997). The AAC&U elaborates this definition slightly, stating “Collaborative learning combines two key goals: learning to work and solve problems in the company of others and sharpening one’s own understanding by listening seriously to the insights of others, especially those with different backgrounds and life experiences. Approaches range from study groups within a course, to team-based assignments and writing, to cooperative projects and research.”(2026). Together, students engage with course concepts while interacting with peers and being exposed to diverse viewpoints.

Characteristics and Documented Impact

  1. Performance expectations set at appropriately high levels
    • Students engage by applying course concepts to analyze problems, make decisions, and produce shared outcomes.
  2. Significant Investment of time and effort over an extended period
    • Students participate in teamwork that develops disciplinary understanding and collaborative skills across a project.
  3. Interactions with faculty and peers about substantive matters
    • Students engage in structured dialogue with teammates and instructors related to course concepts.
  4. Experiences with diversity
    • Students work with peers who bring different experiences, preparation levels, perspectives, and approaches to learning.
  5. Frequent, timely, and constructive feedback
    • Students receive feedback from teammates and instructors that improves individual contributions and team effectiveness.
  6. Periodic, structured opportunities to reflect and integrate learning
    • Students reflect on how collaboration influenced their learning, contributions to the team, and understanding.
  7. Opportunities to discover relevance of learning through real-world applications
    • Students apply disciplinary knowledge collaboratively to meaningful problems, shared tasks, or learning contexts.
  8. Public demonstration of competence
    • Students present or share collaborative products with classmates, instructors, or broader audiences.
  • Stronger communication and teamwork skills
  • Exposure to diverse perspectives
  • Reduced learner isolation
  • Improved persistence in challenging courses
  • Stronger preparation for professional practice

Checklist to Collaborative Assignments and Projects

  • Clearly define learning objectives for course content
  • Design assignments requiring meaningful peer interaction
  • Form groups intentionally to support equitable participation
  • Establish team roles, expectations, and conflict-management strategies
  • Monitor group processes using peer feedback or rubric-based tools
  • Include assessment of individual contributions and group outcomes
  • Require production of a product demonstrating collaborative learning
  • Incorporate structured reflection connecting collaboration to learning
  • Engage students in applying multiple domains of skill

Resources

  • American Association of Colleges and Universities. (n.d.). High-impact practices. AAC&U. link to AACU
  • Barkley, E. F. (2010). Student engagement techniques: A handbook for college faculty. Jossey-Bass.
  • Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative learning techniques: A handbook for college faculty (2nd ed.). Jossey-Bass.
  • Hintze-Yates, D., Beyerlein, S. W., Apple, D., & Holmes, C. (2011). The transformation of education: 14 aspects. International Journal of Process Education, 3(1).
  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in College Teaching, 25(3–4).
  • Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. AAC&U.
  • Kuh, G. D., & O’Donnell, K. (2013). Ensuring quality and taking high-impact practices to scale. AAC&U.Layton, R. A., Loughry, M. L., Ohland, M. W., & Ricco, G. D. (2010). Design and validation of a web-based system for assigning members to teams using instructor-specified criteria. Advances in Engineering Education, 2(1).
  • Mellon, M., Dunn, N., Azim, A., Chan, T. M., & Sibbald, M. (2024). From Slow Shifts to Fast Flips: Unraveling problem-based learning group function dynamics. BMC medical education, 24(1), 552. https://doi.org/10.1186/s12909-024-05542-8
  • Michaelsen, L., Knight, A., & Fink, D. (2004). Team-based learning: A transformative use of small groups. Stylus. National Institute for Science Education. (1997). Collaborative learning. University of Wisconsin–Madison.
  • Neff, L. S. (2016). Lev Vygotsky and social learning theories.
  • Ohland, M. W., Loughry, M. L., Woehr, D. J., Bullard, L. G., Felder, R. M., Finelli, C. J., Layton, R. A., Pomeranz, H. R., & Schmucker, D. G. (2012). The comprehensive assessment of team member effectiveness. Academy of Management Learning & Education, 11(4), 609–630.
  • Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 21–51.
  • St. Clair, R. (2015). Engaged and involved learners. In Creating courses for adults: Design for learning. Jossey-Bass.

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