2026 ASEE Annual Conference & Exposition

Paper type: Lessons Learned.

Group and team based learning is central to engineering and STEM education by preparing students to work collaboratively on complex and interdisciplinary problems. Yet, both educators and students frequently encounter challenges that limit the effectiveness of collaborative learning environments. These challenges include inequitable task distribution, communication barriers, and limited support for wellbeing which are particularly acute for marginalised groups, where intersectional disadvantages can undermine participation and belonging. At Queen Mary University of London (QMUL), we initiated a project to enhance inclusivity and wellbeing in collaborative learning by developing research-informed tools and resources for faculty and students. This initiative aligns with QMUL’s Strategy 2030 vision to become “the most inclusive university of its kind, anywhere.”
Using a participatory research approach, Faculty, students, and educational developers were engaged as co-researchers in identifying barriers to effective teamwork and co-designing practical solutions. Through focus groups, stakeholder interviews, and iterative design workshops, the team developed two complementary outputs:
1. An Instructor Toolkit aimed at supporting Faculty in facilitating collaborative learning through shared value setting, helping instructors translate inclusive pedagogical principles into practical strategies that promote fairness, wellbeing, and effective group dynamics.
2. A University-Wide Web Resource offering principles of effective teamwork, shared learning values, and downloadable materials that faculty can embed in their teaching.
Although formal evaluation is ongoing, early engagement indicates strong interest among Faculty in structured, evidence-based tools that support equitable teamwork facilitation. It is anticipated that participation in the pilot will enhance instructors’ confidence in designing and assessing group projects, while promoting awareness of psychological safety and shared responsibility within teams.
The process has also yielded key lessons for Faculty development: (1) co-creation with educators and students strengthens authenticity and adoption; (2) embedding inclusion explicitly within teamwork materials increases faculty confidence and student belonging; and (3) centralising resources through visible institutional platforms helps sustain long-term cultural change.

By translating research findings into usable tools, this initiative bridges the gap between theory and practice in inclusive pedagogy. It provides a scalable model for developing institutional capacity in equitable teamwork facilitation. This way it empowers faculty, supports student wellbeing, and cultivates collaboration as a shared academic value.

This paper will be presented as a talk at a technical session.