Date of this Version
Published in Journal of the National Collegiate Honors Council 10:2, Fall/Winter 2009.
Recently I have been thinking a lot about how to get from “me” and “you” to “we” in undergraduate honors courses. Typically in a collaborative learning activity students must demonstrate individual accountability, task commitment, and role fulfillment. Students are judged by their ability to grasp intellectual tools of the trade, share learning goals and outcomes, and reflect on peer or instructor performance, all of which constitute a valuable learning process.