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Project Leadership

Spring 2026 Working Group

Laurel Lorenz and Carlos Goller

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Advancing STEAMM leadership by empowering all individuals to develop leadership skills in themselves and others

8’ Slide 2-9 Laurel Introduces PL (not doing a demo of it; assuming that people have watched the video). [my goal is to make this a 3’ intro of PL, but I have to give myself a buffer b/c sometimes i talk alot about PL!)

Project Leadership is a curriculum program with the goal of advancing STEAMM leadership by empowering all individuals to develop leadership skills in themselves and others. It started with my own experiences in leadership as a postdoc at the Yale stem cell center when I joined Toastmasters which is an organization that helps adults develop public speaking skills. What iI didn’t know, though, was that Toastmasters taught leadership skills. I had never considered myself a leader, so I was shocked to learn that the skills called leadership skills, critical thinking, listening, time management, planning, motivation, planning and organization, and teamwork were skills that I had used in undergrad. I had never considered myself a leader, but in a new context, I found ways to develop as a leader and became the president of my club. Before toastmasters, I had never considered myself a leader and I have always wondered if I wasn’t considering myself as a leader, who else isn’t thinking of themselves as a leader and what can we do to increase who thinks of themselves as a leader.

�To answer this question, we look to the leadership development model that suggests that there are two things that are required for someone to be a leader.

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Who will be a leader?

Fertilization

Oogenesis

DeRue DS and Ashford, SJ 2010 The Academy of Management Review

Person B

I am a leader

Person A

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Who will be a leader?

Fertilization

Oogenesis

I will follow Person A

Person B

Person A

I am a leader

DeRue DS and Ashford, SJ 2010 The Academy of Management Review

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Who will be a leader?

Fertilization

Oogenesis

I am a leader

I will follow Person B

Person B

Person A

DeRue DS and Ashford, SJ 2010 The Academy of Management Review

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Flow of Project Leadership

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Flow of Project Leadership

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Flow of Project Leadership

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Flow of Project Leadership

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Who are you?

Share: Your name What brings you here? Where are you located? Your Current Role/Position?

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What does teamwork mean?

How is it related to to leadership??

PAUSE: Think for one minute.�Waterfall: Share!

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Leadership is the process of influencing others”

Peter Northouse

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Today’s Plan

Introductions
Goals of the Group
Group Norms
Key Resources
Introduction of Team Project

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Working Group Schedule for Project Leadership PL

02/09 Session 1 - Introductions, Overview of PL, Start of Team Project

02/23 Session 2 - Team Project Updates

03/09 Session 3 - Team Project Updates

03/16 Session 4 - Team Project Summaries

03/23 Session 5 - Components of Using PL During the Semester

03/30 Session 6 - Aligning PL Learning Objectives and Assessment

04/06 Session 7 - Forming Teams and Creating Team Plans

04/13 Session 8 - Coaching Students on Providing and Receiving Feedback

04/20 Session 9 - Course Specific Roles

04/20 Session 10 - Course Specific Skills

04/27 Session 11 - Getting Feedback from a Colleague

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Goals:

We’ll gain first-hand experience of Project Leadership through a project to broaden our understanding of different ways to assess teamwork.

As a community, each person will be able to create a plan for using Project Leadership in an upcoming semester, learn from others who have are planning to or have used Project Leadership, and receive feedback.

Help each other learn and grow!

Goals and Expectations

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Write out at least one norm, we’ll give everyone a minute to write out ideas, and then we’ll all share them as a place to start.

Norms - What will help our community communicate?

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Write out at least one norm, we’ll give everyone a minute to write out ideas, and then we’ll all share them as a place to start.

Norms - What do we value?

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Write out at least one norm, we’ll give everyone a minute to write out ideas, and then we’ll all share them as a place to start.

What is evidence of effective teamwork?

Feedback from team members - Laurel
Are people listening to each other?
Independent of the topic, the team should learn something
All members should be able to participate/engage - CCG
Psychologically safe place to engage/learn and take risks
Increased network - Laura

Teamwork icon

by Gerald Wildmoser

from The Noun Project

Let’s start of brainstorming evidence of effective teamwork and leadership.

Reflect on when you notice that a teams is functioning well—or when they are struggling.

By naming these signals, we can uncover assessment approaches that are often overlooked or undervalued in formal evaluation.

Some examples may include observable behaviors, patterns of interaction, decision-making processes, and moments of repair or breakdown—not just final products or individual contributions.

Faculty will be invited to reflect on how they know a team is working effectively, what they notice when teams are not working, and which indicators tend to show up early versus late in the team’s life cycle.

Between sessions, participants will extend this thinking by drawing from assessment practices used outside of traditional academic settings (such as design studios, clinical training, sports, industry teams, or performance arts). The aim is to borrow assessment logics—not necessarily tools—from other contexts in order to challenge and enrich how we approach teamwork assessment in courses.

Together, these activities will help the group move beyond a list of existing instruments toward a shared understanding of teamwork assessment as a set of intentional choices: what we value, what we notice, and what kinds of evidence best support learning, growth, and accountability within teams.

Prompt for ways: Think of our current experiences, a variety of approaches
Work through dividing these topics amongst all team members.
Each team member will look for 1-2 evidence based strategies to assess teamwork in this manner

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Next Steps

Let’s each choose a unique topic to investigate further.

For next session, find 1-2 approaches to assess teamwork through a lens on the previous page.

In addition, please fill out page p3 of the implementation plan. What are your team-related learning objectives? This can be a rough draft!

Share Out icon

Hea Poh Lin

The Noun Project

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Videos

Project Leadership

Spring 2026 Working Group

Christin Monroe, Carlos Goller,

Laura de Lorenzo Barrios, Laurel Lorenz

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Videos

3-5 Minute Videos

The goal of our video is to document tips and tricks that will help faculty members bring teamwork and leadership skills into the classroom.
Introduce different ways to assess/measure teamwork
Show methods from the literature
Show what we are familiar with
Share limitations
Convey differences between teamwork assessment, learning objectives, and evidence of skill development
In the next few slides, please feel free to add pictures/texts to any of these points

Example Video 1
Example Video 2

Strategy icon by

Bahrul Ulum

from The Noun Project

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QUBES Working Group

Spring 2026

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Outline

01 Why Teamwork & Leadership matter?

02 Teamwork & Leadership definitions.

03 Teamwork & Leadership, differences and similarities

04 Teamwork as the Foundation for Leadership

05 Evaluating Teamwork and Leadership together and with different criteria

06 Methods from the literature

07 Future questions

08 Conclusions

Participants

Laurel Lorenz
Carlos Goller
Christin Monroe
Laura de Lorenzo

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Why Teamwork & Leadership Matter?

Students work in teams constantly.

Effective teamwork leads to better results in the classroom ¹
Leadership is most powerful when it is shared across a team.

Teamwork and leadership are different but always interact in a group project.

We need better ways to evaluate teamwork and leadership together and with different criteria to provide a complete picture of how the group functions and how individuals contribute.

1 Moxie et al. 2025 Frontiers in Education

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Using Feedback to Measure Teamwork

Strategy icon by

Bahrul Ulum

from The Noun Project

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Help your students identify comparable working partners!

Resources on Leadership Competencies

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Conclusions

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Future Questions

Strategy icon by

Bahrul Ulum

from The Noun Project

How do we create environments conducive for developing leadership skills?
Should assessment of teamwork and leadership skills be part of the course grade?
How do we evaluate if a skill is a teamwork or leadership skill?
How does each person on a team have an opportunity to lead?
Should team members take on the same role for a short period or the entire time that the group is together?
Are there team milestones that we can observe and track?

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Week 6

Project Leadership

Spring 2026 Working Group

Laurel Lorenz and Carlos Goller

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Leadership Development

Komives, SR et al 2005; McCarron GP et al 2023

Awareness�Aware that leaders exist

Prompted for what leadership means

Exploration/Engagement�Interpersonal peer relationships (interests, skill development); Desire to make a difference

Leadership Differentiated�Leadership without positions

See connections in personal and organizational values

Leader Identified

Leadership is Leader-centric�See that large responsibilities require more than one person

Generativity�Responsibility for developing others

Internalize a leader identity

Integration/Synthesis�Leadership integrated in identity�and becomes a life-long developmental commitment

At any point an individual can move along this trajectory. Some people may be at a leadership differentiated space in one context and then in another context. Think of leadership as at the level three or a level two.

n general, people who, once they get to university level, they have become familiar with levels one and two, and they continually move between levels three and six, and what we're trying to do in our work is help our students understand that when they're working in groups,

they're learning more as they work in groups, they have this shared, common goal, and if they are able to interact with one another and influence others to achieve that common goal, that is leadership.

the process or the ability to influence others to achieve a common goal is leadership.

Leadership does not require somebody to have a title.

Leadership does not require you to be the loudest person in the room. Leadership does not require you to be doing everything.

And in fact, there are as many different ways to lead as there are people.

But one of the things that's really important in developing leadership is to take a moment and reflect on what you are doing. Is it helpful for your team, and do others find what you're doing helpful, or are there ways that you and the team members could improve and that from that perspective of what can we do to develop leadership skills, this is what led us to develop a program that we call project leadership.

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Elements to Integrate Project Leadership

Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Weeks 8-13

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Elements to Integrate Project Leadership

Week 1	Introduce importance of Teamwork and leadership skills
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Weeks 8-13

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Elements to Integrate Project Leadership

Week 1	Introduce importance of Teamwork and leadership skills
Week 2	Form Teams, Create Team Names and Plans
Week 3
Week 4
Week 5
Week 6
Week 7
Weeks 8-13

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Elements to Integrate Project Leadership

Week 1	Introduce importance of Teamwork and leadership skills
Week 2	Form Teams, Create Team Names and Plans
Week 3	Learn How to Use App (Video)
Week 4
Week 5
Week 6
Week 7
Weeks 8-13

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Elements to Integrate Project Leadership

Week 1	Introduce importance of Teamwork and leadership skills
Week 2	Form Teams, Create Team Names and Plans
Week 3	Learn How to Use App (Video)
Week 4	Take on team roles, develop skills, provide feedback
Week 5
Week 6
Week 7
Weeks 8-13

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Elements to Integrate Project Leadership

Week 1	Introduce importance of Teamwork and leadership skills
Week 2	Form Teams, Create Team Names and Plans
Week 3	Learn How to Use App (Video)
Week 4	Take on team roles, develop skills, provide feedback
Week 5	Take on team roles, develop skills, provide feedback
Week 6
Week 7
Weeks 8-13

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Elements to Integrate Project Leadership

Week 1	Introduce importance of Teamwork and leadership skills
Week 2	Form Teams, Create Team Names and Plans
Week 3	Learn How to Use App (Video)
Week 4	Take on team roles, develop skills, provide feedback
Week 5	Take on team roles, develop skills, provide feedback
Week 6	Take on team roles, develop skills, provide feedback
Week 7
Weeks 8-13

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Elements to Integrate Project Leadership

Week 1	Introduce importance of Teamwork and leadership skills
Week 2	Form Teams, Create Team Names and Plans
Week 3	Learn How to Use App (Video)
Week 4	Take on team roles, develop skills, provide feedback
Week 5	Take on team roles, develop skills, provide feedback
Week 6	Take on team roles, develop skills, provide feedback
Week 7	Mid-Semester Feedback and Team Reflections
Weeks 8-13

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Elements to Integrate Project Leadership

Week 1	Introduce importance of Teamwork and leadership skills
Week 2	Form Teams, Create Team Names and Plans
Week 3	Learn How to Use App (Video)
Week 4	Take on team roles, develop skills, provide feedback
Week 5	Take on team roles, develop skills, provide feedback
Week 6	Take on team roles, develop skills, provide feedback
Week 7	Mid-Semester Feedback and Team Reflections
Weeks 8-13	Continued Teamwork and Students Elect to Use PL

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Elements to Integrate Project Leadership

Week 1	Introduce importance of Teamwork and leadership skills
Week 2	Form Teams, Create Team Names and Plans
Week 3	Learn How to Use App (Video)
Week 4	Take on team roles, develop skills, provide feedback
Week 5	Take on team roles, develop skills, provide feedback
Week 6	Take on team roles, develop skills, provide feedback
Week 7	Mid-Semester Feedback and Team Reflections

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Elements to Integrate Project Leadership

Week 1	Introduce importance of Teamwork and leadership skills
Week 2	Form Teams, Create Team Names and Plans
Week 3	Learn How to Use App (Video)
Week 4	Take on team roles, develop skills, provide feedback
Week 5	Take on team roles, develop skills, provide feedback
Week 6	Take on team roles, develop skills, provide feedback
Week 7	Mid-Semester Feedback and Team Reflections
Weeks 8-13	Continued Teamwork and Students Elect to Use PL

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Each week we’ll work on elements of Project Leadership

Week 6	Components to Project Leadership; Examples of Using PL
Week 6	Aligning Project Leadership with your learning objectives
Week 7	Assessment, Forming Teams and a Team Plan
Week 8	Coaching Students on Providing and Receiving Feedback
Week 9	Course Specific Skills
Week 10	Course Specific Roles
Week 11	Putting It All Together

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Start with Backward Design

Wiggins G., and McTighe J. Understanding by Design. 2005, 2011

1

Identify Desired Results

2

Determine Acceptable Evidence

3

Plan Learning Experiences

Stage 1—Identify Desired Results • What long-term transfer goals are targeted? • What meanings should students make to arrive at important understandings? • What essential questions will students keep considering? • What knowledge and skill will students acquire? • What established goals/standards are targeted?

Stage 2—Determine Acceptable Evidence • What performances and products will reveal evidence of meaning-making and transfer? • By what criteria will performance be assessed, in light of Stage 1 desired results? • What additional evidence will be collected for all Stage 1 desired results? • Are the assessments aligned to all Stage 1 elements?

Stage 3—Plan Learning Experiences and Instruction Accordingly • What activities, experiences, and lessons will lead to achievement of the desired results and success at the assessments? • How will the learning plan help students achieve transfer, and meaning and acquisition, with increasing independence? • How will progress be monitored? • How will the unit be sequenced and differentiated to optimize achievement for all learners? • Are the learning events in Stage 3 aligned with Stage 1 goals and Stage 2 assessments?

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Building Effective Teams

“The key to effective use of team-based learning is figuring out what must be done to help newly formed groups evolve into teams” Team-Based Learning
Choose how you will create teams - diversity of thought, skill sets, schedules
Creating space for teams to establish their culture and expectations

teams icon

by Mick Apps

from The Noun Project

Building Effective Teams

Effective teams work together to achieve a common goal and are built from individuals that have unique perspectives, experiences, and strengths. In MOL320, we will be building teams of 3-4 individuals. The ultimate goals of each team are to work together to understand the research project and to critically analyze data. However, each team should also set up goals specific to the team. What are your goals? How will you know when you and your team have reached your goals? What does your team value? How will you communicate with one another? When and how frequently will you communicate? If conflict arises, what can you do to resolve the conflict? How will you make sure that you are hearing each person’s voice? If you need to share data or meet outside of class, how will you arrange these meetings?

By working in teams, you will have the opportunity to develop as a leader. Leaders are those that influence others. Whether you are influencing others to analyze data in a certain way, considering multiple perspectives, organizing a spreadsheet, or planning your shared lab time, you are being a leader. While the word leader refers to a person, leadership is the process of influencing others and is particularly important to ensure that the team knows what needs to be done, how it can be done, when it will be done, and who will be doing what. One of the most effective forms of leadership is shared leadership in which every person on the team is leading each other. Each person is influencing each other to achieve the team goals.

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Team Plans

10’ in class to answer these questions; due 48 hours later

Team Name:
What are your goals?
How will you know when you and your team have been successful in reaching your goals?
What does your team value?
How will you communicate with one another? When and how frequently will you communicate?
If conflict arises, what can you do to resolve the conflict?
How will you make sure that you are hearing each person’s voice?
If you need to share data or meet outside of class, how will you arrange these meetings?

Strategy icon by

Bahrul Ulum

from The Noun Project

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Week 7

Project Leadership

Spring 2026 Working Group

Laurel Lorenz and Carlos Goller

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Building Effective Teams

“The key to effective use of team-based learning is figuring out what must be done to help newly formed groups evolve into teams” Team-Based Learning

teams icon

by Mick Apps

from The Noun Project

Building Effective Teams

Effective teams work together to achieve a common goal and are built from individuals that have unique perspectives, experiences, and strengths. In MOL320, we will be building teams of 3-4 individuals. The ultimate goals of each team are to work together to understand the research project and to critically analyze data. However, each team should also set up goals specific to the team. What are your goals? How will you know when you and your team have reached your goals? What does your team value? How will you communicate with one another? When and how frequently will you communicate? If conflict arises, what can you do to resolve the conflict? How will you make sure that you are hearing each person’s voice? If you need to share data or meet outside of class, how will you arrange these meetings?

By working in teams, you will have the opportunity to develop as a leader. Leaders are those that influence others. Whether you are influencing others to analyze data in a certain way, considering multiple perspectives, organizing a spreadsheet, or planning your shared lab time, you are being a leader. While the word leader refers to a person, leadership is the process of influencing others and is particularly important to ensure that the team knows what needs to be done, how it can be done, when it will be done, and who will be doing what. One of the most effective forms of leadership is shared leadership in which every person on the team is leading each other. Each person is influencing each other to achieve the team goals.

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How do we build effective teams?

(from discussions)

Skills that are found in effective teams?

Distribute skills and resources amongs all groups.

Sort and list

What do you do?

Laurel: write their story into science and share.

Christin: flexibility to share what you can.

Sharing: This I believe assignment. A jigsaw assignment

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Demonstration of Forming Teams with Diverse Skill Sets

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Team Plans

10’ in class to answer these questions; due 48 hours later

Team Name:
What are your goals?
How will you know when you and your team have been successful in reaching your goals?
What does your team value?
How will you communicate with one another? When and how frequently will you communicate?
If conflict arises, what can you do to resolve the conflict?
How will you make sure that you are hearing each person’s voice?
If you need to share data or meet outside of class, how will you arrange these meetings?

Strategy icon by

Bahrul Ulum

from The Noun Project

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Discussion Questions

How will you form cohesive teams?
What factors influenced your approach?
What questions will you include as a prompt for the team charter?
Are there any learning goals related to how you will form teams?

Teamwork icon

by Gerald Wildmoser

from The Noun Project

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How will you form cohesive teams?

What factors influenced your approach?

(from discussions)

Laurel: use survey, request skills, sort skills, create teams
Carlos: use survey, ask about leadership and now… maybe teamwork and collaboration, create teams based on mixed schedules and thoughts about teamwork

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Feedback - What is it?

Descriptions of what has been observed.
Not opinions of others.

Feedback

Rusma Ratri Handini

The Noun Project

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Feedback - Why is it important?

Way to hear how your work impacts others
Essential for developing as a leader
Increases self awareness
Developing own capacity and increasing effectiveness with others
Improves group functioning

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Feedback - Examples in Project Leadership

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Feedback - Why is it challenging?

We’re being vulnerable
It may be shared in an unsupportive way that.

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Feedback - How can we receive feedback well?

View feedback as a way to reflect on what others see as strengths and areas to improve
Ask clarifying questions
Evaluate the feedback and what to do with it

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Feedback - How can we provide quality feedback?

Focus on both positive aspects (do this more) and areas of improvement
Provide feedback on the task not the person
Provide feedback in a timely manner

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Next Steps // Assignment

Steps icon

By! Adrien Coquet

From The Noun Project

Learn more about Feedback

Hidden Brain Podcast

The Truth about honesty

Implementation Plan

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Resources on Feedback

The Student Leadership Competencies Guidebook Designing Intentional Leadership Learning and Development Corey Seemiller 2014

Toastmasters International Resource on Providing and Receiving Feedback

Emotionally Intelligent Leadership: A guide for students Marcy Levy Shankman, Scott J. Allen, and Paige Haber-Curran 2015

Critical Conversations about Feedback from University of Tennessee Knoxville

Thanks for the Feedback The science and Art of Receiving Feedback Well Douglas Stone and Heila Heen 2014

University of Iowa, suggestions for providing course evaluation feedback

Hidden Brain Podcast on Providing Feedback How To Complain Productively

The Developing Engagement with Feedback Toolkit

Resources

By! WARHAMMER

ID

From The Noun Project

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Week 8

Project Leadership

Spring 2026 Working Group

Laurel Lorenz and Carlos Goller

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Today’s Plan

Share Memorable Feedback (1-2 min/person)
Discuss Implementation Plans - coaching students for feedback
New Topic - Creating Interdependent Roles
Implementation plan Session 9

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Why feedback?

Intentionally focus on how one can positively influence their team
Reflect on leadership skills used by yourself and others
Develop skills in providing and receiving feedback
Gain evidence of development as an effective team member, collaborator, and leader

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Feedback - Examples in Project Leadership

Here's an example of feedback that students have been able to give each other in Project Leadership.

In this course, students were coached on how to give timely, specific feedback — focusing on what was done rather than on an individual's personality or character traits. They were also encouraged to provide constructive feedback: not just acknowledging what was going well, but also identifying what could be improved.

Students learned these feedback strategies through a handout (Feedback Instructions) and a video (https://mediacentral.princeton.edu/media/Using+Project+Leadership/1_hj1is5u1 ). They then gave feedback to each other after taking on a specific role and skill during two lab sessions.

The feedback was marked as being completed or not. If students did not complete feedback, they were allowed another 24 hours to provide feedback - otherwise their feedback assignment was marked as incomplete.

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How are we coaching students on feedback?

(from discussion)

Carlos: Three times on the second third of the semester. Three check-ins in which every team member provides feedback focusing on skills and roles to the other three team members. Rotate skills and roles. Have we had enough tme to learn to provide feedback? To implement feedback?

What type of feedback will students provide? Guidelines and shared expectations on what the feedback will look like.

Feedback open or moderated.

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Developing Teamwork and Leadership Skills

Team Goals

Skills

Feedback

Roles

Learning Goals

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Developing Teamwork and Leadership Skills

Team Goals

Skills

Feedback

Roles

Learning Goals

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Developing Teamwork and Leadership Skills

Team Goals

Skills

Feedback

Roles

Learning Goals

Interdependent
Structured
Shared expectations
Range of responsibilities
Valuable

We want roles that are interdependent — meaning team members genuinely need each other to succeed.

We want roles that are structured, so there's a clear, shared understanding of what each role involves.

We also want each role to have a range of responsibilities — so that the same role might be a strength for one student and a growth opportunity for another. By building in that range, even a student who is stretching outside their comfort zone will still be able to complete at least some parts of the role.

And finally, we want each role to be clearly valuable to the team — so that every student can see how their contribution matters to the group's success.

To help you design roles for your own program or course, Session 9 of the implementation plan includes three structured prompts, which we'll walk through now.

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Planning Prompts - #1 - Dump it!

For a team reaching your learning objectives in a course or project, list all of the tasks or actions that each team needs to complete to succeed.

Teamwork icon

by Gerald Wildmoser

from The Noun Project

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Planning Prompts - #2 - Sort it!

Next, consider how these tasks can be distributed amongst different roles on a team. For this part, group similar tasks or actions into individual buckets.

Teamwork icon

by Gerald Wildmoser

from The Noun Project

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Planning Prompts - #3 - Map It!

Map It! Write a description of a role represented by one of your sorted buckets.��Use the role template to write a draft Role

Teamwork icon

by Gerald Wildmoser

from The Noun Project

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Template for writing a new role

The [name of role] role does _____ (describe big picture). They _____________ (list additional big picture, key responsibilities, and specific tasks). When needed, they ____________ (list other occasional responsibilities. Also provide some examples of specific types of group activities that this role helps the entire team fulfill.) As appropriate, describe what is done before, during, and after the team meeting.

Taking on the role of _______ can help you develop any of the skills found in Project Leadership. It can be particularly helpful if you are interested in skill development of ______, _________, ________.

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Describe Interdependent Team Roles

Implementation Plan Session 9

Next Steps // Assignment

Steps icon

By! Adrien Coquet

From The Noun Project

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Week 9

Project Leadership

Spring 2026 Working Group

Laurel Lorenz and Carlos Goller

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Today’s Plan

Recap of Team Roles
Discussion of Team Role Process: Dump, Map, Sort it!
New Topic - Skills

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Developing Teamwork and Leadership Skills

Team Goals

Skills

Feedback

Roles

Learning Goals

Interdependent
Structured
Shared expectations
Range of responsibilities
Valuable

We want roles that are interdependent — meaning team members genuinely need each other to succeed.

We want roles that are structured, so there's a clear, shared understanding of what each role involves.

We also want each role to have a range of responsibilities — so that the same role might be a strength for one student and a growth opportunity for another. By building in that range, even a student who is stretching outside their comfort zone will still be able to complete at least some parts of the role.

And finally, we want each role to be clearly valuable to the team — so that every student can see how their contribution matters to the group's success.

To help you design roles for your own program or course, Session 9 of the implementation plan includes three structured prompts, which we'll walk through now.

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Working Discussion Prompt

For a team reaching your learning objectives in a course or project, list all of the tasks or actions that each team needs to complete to succeed.

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From the Dump, Sort, Map it Process, what did you learn? What did you identify?

(from discussion)

Share Out icon

Hea Poh Lin

The Noun Project

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Skills

Structured
Direction for shared and individualized goals
Examples of how to develop a skill�
Supportive tone for both experts and beginners��

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Working Discussion Prompt

What 3-5 skills do you want your students to develop? Why?

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Identify 3-5 Relevant Leadership Skills

Work through Implementation Plan Session 10

Next Steps // Assignment

Steps icon

By! Adrien Coquet

From The Noun Project

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Additional Resources for Describing Skills

Project Leadership Skill Library
Student Leadership Competencies�
Will vs Skill Hidden Brain Podcast

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Week 10 - Skills

Project Leadership

Spring 2026 Working Group

Laurel Lorenz and Carlos Goller

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Today’s Plan

Discussion of skills
New Topic - Getting Feedback

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Skills

Structured
Direction for shared and individualized goals
Examples of how to develop a skill�
Supportive tone for both experts and beginners��

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Working Discussion Prompt

What 3-5 skills do you want your students to develop? Why?

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Seek Feedback on Your Plan

Using the framework of the

Implementation Plans to create a 2-3 minute video of your plans to integrate Project Leadership.

Next Steps // Assignment

Feedback

Rusma Ratri Handini

The Noun Project

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Elements to Integrate Project Leadership

Week 1	Introduce importance of Teamwork and leadership skills
Week 2	Form Teams, Create Team Names and Plans
Week 3	Learn How to Use App (Video)
Week 4	Take on team roles, develop skills, provide feedback
Week 5	Take on team roles, develop skills, provide feedback
Week 6	Take on team roles, develop skills, provide feedback
Week 7	Mid-Semester Feedback and Team Reflections

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Seek Feedback on Your Plan

Using the framework of the

Implementation Plans to create a 2-3 minute video of your plans to integrate Project Leadership.

Next Steps // Assignment

Feedback

Rusma Ratri Handini

The Noun Project

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Week 11 - Feedback

Project Leadership

Spring 2026 Working Group

Laurel Lorenz and Carlos Goller

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Elements to Integrate Project Leadership

Week 1	Introduce importance of Teamwork and leadership skills
Week 2	Form Teams, Create Team Names and Plans
Week 3	Learn How to Use App (Video)
Week 4	Take on team roles, develop skills, provide feedback
Week 5	Take on team roles, develop skills, provide feedback
Week 6	Take on team roles, develop skills, provide feedback
Week 7	Mid-Semester Feedback and Team Reflections

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Today’s Plan

Example of Coaching Students on Feedback
Conversation on Experiences with Feedback
New Topic - Creating Interdependent Roles
Implementation plan W5