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High-Impact Practices (HIPs)

Collaborative Assignments and Projects

 

"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. Approaches range from study groups within a course, to team based assignments and writing, to cooperative projects and research." --George D. Kuh

 

Collaborative Learning and Assignments are related to numerous positive outcomes in regards to student development, including critical thinking and learning skills - along with increased motivation to learn by connecting students academic work to real-world applications. 

Students participating in collaborative based projects are also provided opportunities to increase their sense of diversity and community, their self-esteem, as well as network opportunities.

Benefits of Collaborative Learning (Laal & Ghodsi, 2011)

This review article outlines benefits of learning in collaboration style, begins with the concept of the term and continues with the advantages created by collaborative methods. 

 

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

 

Supporting Research

Collaborative Assignment Guidance


 


This video presented by Stephanie Davenport gives an overview of the 5 Elements for Collaborative Projects and Assignments and provides a good intro to developing your own collaborative projects and assignments.

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)

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


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

Adaptable Math Collaborative Assignment


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

HIPs Rubric update!

The High Impact Practices (HIPs) Rubric was uploaded to all Fall 2019 D2L course shells on Tuesday, October 22. Faculty opt in to using the HIPs rubric by attaching it to an assignment folder. 

Step-by-step instructions for attaching the rubric to an assignment can be found at: https://ppcconline.blog/dwkb/adding-hips-rubric-to-assignment-folders/

Access the  Rubric Guide and FAQ below:

What is Rubric for?

Faculty and instructors assess student learning in the High Impact Practice project or reflection assignment using this rubric. 

TIP: The rubric is not designed for grading purposes, just assessment of HIPs student learning. Attached is a robust FAQs and guide for the rubric.

About the Rubric and HIPs

The rubric addresses the Eight Key Elements of High Impact Practices: Challenge and Time (category 1), Interactive and Diversity (category 2), Feedback and Reflection (category 3), Real World and Public (category 4). Read more on these principles at https://libguides.ppcc.edu/hips . Instructors could mirror the wording in the rubric when designing the reflective assignment or when discussing the connections between course material and the HIPs assignment/project with students. 

Use of the rubric in HIPs courses is expected.

 

Collaborative Practice Assessment

 

 

 

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.

HIPs Faculty Specialists are peer experts who are ready to assist fellow faculty to implement or improve high impact practices.

Andrea Ulrich

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