A survey conducted by Peter D. Hart Research Associates on behalf of the Association of American Colleges and Universities found that employers believe undergraduate programs do not sufficiently prepare students for teamwork and intercultural skills. As educators, we have the power to rise to this challenge and teach inclusive leadership through high-quality group assignments that foster teamwork among diverse identities.

A wealth of evidence indicates that our collective intelligence, when working together in teams, outperforms even the highest-achieving individual intelligence. We witnessed the powerful results of collective intelligence when the world came together to address the COVID-19 pandemic. However, effectively cultivating teams’ intelligence requires intention and preparation. Leading diverse teams in the age of AI is even more complex. Despite the challenges, diverse teams enhance creativity and innovation, improve decision-making, and provide students and instructors with better learning and teaching experiences.

Designing effective group assignments

Well-thought-out team assignments are essential for effective student teamwork. By ensuring that team assignments have a clear purpose and that the grading criteria are aligned with the course outcomes, we can foster individual accountability while promoting positive interdependence, leading to successful teamwork.

Designing effective student groups

When assigning group projects, it’s crucial to consider how to create effective student teams. Factors to consider include team size and heterogeneousness. Smaller teams promote individual accountability and flexibility, while larger teams offer more resources and diverse perspectives. Generally, teams of three to five students work best, with smaller teams for short-term tasks and larger teams for long-term projects.

Guiding teams to improve interpersonal skills

Team members’ ability to work effectively together can improve over time as they acquire interpersonal skills, but they need guidance to get there. It’s essential to explain to students that they need to learn practical and character skills, including a commitment to the common goal and the well-being of other team members. Encourage students to be aware of how gender, cultural backgrounds, socio-economic status, and life experiences could affect their team members’ performance.

Provide time and guidance for teams to examine how they work together

Consider asking questions that allow students to reflect on their own and their peers’ contributions to the team and distributing peer evaluations at multiple points during the term so students can improve their performance. At the end of the term, the instructor can factor the students’ ratings into the overall grade to reflect their team contributions. A group grade doesn’t indicate whether individuals have mastered the standards. To be fair and have students’ grades reflect their learning, individual grades should be assigned for group work.

Designing effective group assignments

Designing effective student groups

Guiding teams to improve interpersonal skills

Provide time and guidance for teams to examine how they work together

Further reading