Checklist for forming diverse groups that collaborate effectively

Teaching activity summary

Practical checklist to form diverse groups and support effective collaboration.

What

This practical checklist guides instructors in forming and supporting intentionally diverse student groups, from assignment announcement through mid-course adjustments and post-project reflection. It counters self-segregation and translates research into routines that improve inclusion, engagement, and professional skill development. As background, the team conducted a small electronic survey of pharmacy students at three universities to gather perspectives on inclusion and group formation, which informed the emphasis on clear structures and options for teacher-formed random/diverse groups alongside attention to students’ preferences.

Why

Students often gravitate toward peers similar to themselves, and social environments can shape the patterns of these interactions (Kim et al., 2015). In pharmacy education, developing cultural competence and effective communication skills is essential for working with diverse patients and colleagues (Corsi et al., 2019). Purposeful instructor-assigned mixed groups, combined with structured guidance and attention to social relationships, help reduce cross-cultural tensions and foster engagement across differences (Mittelmeier et al., 2018). Cooperative learning designs clarify roles and interdependence, supporting productive collaboration (Johnson & Johnson, 2018), while monitoring classroom diversity climate allows instructors to maintain inclusion throughout group work (Schachner et al., 2021).

How

Use the checklist to plan and run group work through the four phases: before, start, during, and after. Assign mixed groups with a clear rationale, establish shared norms and roles, monitor inclusion and group dynamics during the project, and conclude with guided reflection on group functioning. The checklist also points to supportive resources and references that summarize pros and cons of different grouping strategies.

Impact

Applied consistently, the checklist helps instructors compose diverse groups intentionally and guide collaboration throughout the project. Students are supported in working across differences and reflecting on their processes, and instructors have a structured basis for monitoring and discussing group functioning during and at the end of projects.

References

  • Corsi MP, Kelling SE, Boyce EG, Kim SE, McMillin GA, Melendez S, et al. Cultural competence considerations for health-system pharmacists. Hosp Pharm. 2019;54(1):4-9. https://doi.org/10.1177/0018578718809259

  • Johnson DW, Johnson RT. Cooperative learning: the foundation for active learning. IntechOpen; 2018. https://doi.org/10.5772/intechopen.81086

  • Kim YK, Park J, Koo K, Chang MJ. Testing self-segregation: multiple-group structural modeling of college students’ interracial friendship by race. Res High Educ. 2015;56(1):41-67. https://doi.org/10.1007/s11162-014-9337-8

  • Mittelmeier J, Rienties B, Tempelaar D, Whitelock D. Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships. High Educ. 2018;75(1):149-166. https://doi.org/10.1007/s10734-017-0131-3

  • Schachner MK, Schwarzenthal M, Juang LP, van de Vijver FJR. Capturing a nuanced picture of classroom cultural diversity climate: multigroup and multilevel analyses among secondary school students in Germany. Contemp Educ Psychol. 2021;64:101971. https://doi.org/10.1016/j.cedpsych.2021.101971

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