Working collaboratively is a necessary competency for students engaging in complex interdisciplinary learning. However, students struggle when there are issues with the quality or timeliness of peer contributions and when negotiating ideas with others in a group. Instructors can use participatory technologies and formative assessment strategies to support collaborative work and set conditions to promote positive social networks. In this paper, three scenarios from instructors’ reflective journals are used to discuss challenges in designing an interdisciplinary group project for undergraduate students. Reflecting on the challenges and strategies employed by the instructors can be used to inform subsequent iterations of collaborative activities.
University of Calgary Werklund School of Education, Galileo Educational Network, Navigator, Centaur Products Inc., Marathon Oil