Facilitating Projects and Student Teams

Student ownership grows when faculty pair meaningful choice with visible structure.

In project-based learning, faculty move between the roles of designer, instructor, coach, and facilitator. Student-centered does not mean faculty-absent. Faculty clarify the learning purpose, teach essential knowledge and processes, monitor progress, ask questions, provide feedback, and adjust support while leaving meaningful decisions with students.

General

• Make the purpose, outcomes, criteria, timeline, and project routines visible.
• Use brief, regular check-ins to surface progress, uncertainty, and emerging needs.
• Ask probing questions before offering a solution.
• Provide just-in-time instruction, examples, resources, and models when students can use them.
• Normalize uncertainty, iteration, and responsible risk-taking as part of complex work.
• Monitor participation and adjust scaffolds when students need more or less support.

Support Productive Teams

• Effective teamwork is learned, not assumed. Build structures that help students practice collaboration and make individual contributions visible.
• Form teams using criteria that fit the project, such as complementary expertise, interests, availability, or intentionally mixed perspectives.
• Use a team charter, or contract, to establish communication norms, roles, responsibilities, decision-making, accountability, and a process for addressing conflict.
• Provide early, low-stakes opportunities to practice teamwork before major project decisions are due.
• Ask teams to document progress, decisions, responsibilities, and contributions.
• Use peer feedback and individual evidence of learning rather than relying only on a shared final product.
• Intervene early when patterns of exclusion, avoidance, unequal workload, or unresolved conflict appear.

Design for Full Participation

• Provide some class time for collaboration so access does not depend entirely on students' schedules or transportation.
• Choose accessible tools, formats, spaces, materials, and communication practices.
• Offer multiple meaningful ways to contribute while ensuring all students engage with the essential learning outcomes.
• Teach the project-management, collaboration, research, and communication skills the project requires rather than assuming students already possess them.