In the classroom, instructors regularly assign students to work on teams, send them off, and then look forward to the final product, whether in writing or as a group presentation.
Behind the scenes, though, the process is often not a smooth one. Whether due to differing interpretations of the assignment, conflicting assumptions about group work, unclear roles, or other reasons, students can become resentful and skeptical of group work.
One of the biggest challenges for students is determining which team members are responsible for what tasks in a fair and evenly shared manner. Over the past two semesters, I have been experimenting with the concept of a rotating project manager (RPM) for my semester-long team projects. I have been fascinated by the results and plan to use this model more in the future.
Organizing the Rotation
In this model, each student serves as RPM for a specific period (typically two weeks in my classes), and this role rotates throughout the project.
During that time, the RPM oversees the group process, ensuring opportunities for creative brainstorming, addressing gaps, clarifying tasks, and promoting team cohesion. For example, in my class, for a team of five students, each RPM might take responsibility for a specific stage of a semester-long project, such as 1) managing the initial background research, 2) conducting interviews and organizing findings, 3) synthesizing insights, 4) building a draft presentation, and 5) facilitating the final presentation.
This rotation not only builds leadership skills but also distributes responsibilities more evenly, promoting engagement and accountability. Each RPM helps provide the structure and coordination that a team needs to progress toward its objectives.
What the Students Say
As I have been experimenting with the RPM model, the feedback at the end of the semester has been very positive.
One student wrote about how “having someone hold everyone accountable for getting tasks done helped us move our project along.” Another suggested that it “added an element of decisiveness that streamlined the process and kept leadership balanced.”
In addition, a student’s time as an RPM can be a valuable opportunity for experiential learning. For example, a student-athlete shared with me that, despite being captain of a varsity sports team, he had never had the chance to experience a leadership role in an academic setting. He had previously avoided leadership roles on academic projects due to the time demands of his sport. However, knowing that his role would only last two weeks, he could plan around his commitments and fully engage with his teammates in the RPM experience.
Tips for Implementing the RPM Structure
Some valuable suggestions that have emerged from my two semesters experimenting with the RPM roles include:
- Define the RPM role: Clarify objectives, emphasizing that the RPM is responsible for process guidance (keeping team members on track and fostering collaboration), not for producing all substantive work. It’s facilitation, not “bossing.”
- Schedule rotations: Allow students to choose among themselves which time and role they will serve as RPM.
- Facilitate regular check-ins: Encourage students to communicate consistently to track progress, assess challenges, and ensure all voices are heard through updates.
- Address challenges constructively: Encourage positive conflict resolution and reflection on team dynamics. Provide instructor support for unresolved issues. Gather feedback (written/debrief) for each RPM when their role is completed.
- Celebrate RPM contributions: Recognize efforts and achievements to reinforce the role and guide future RPMs.
Effective team-based learning requires more than just assigning students to groups—it requires intentional design and structure to foster collaboration, accountability, and deeper learning. Thoughtfully constructed teams and structures, such as the rotating project manager, can enhance engagement by ensuring a range of perspectives, more evenly distributed leadership, and a balance between individual responsibility and collective effort. If you’re interested in working with teams, this model is worth experimenting with in your classroom.
Steve Reifenberg is a teaching professor of international development in the Keough School of Global Affairs. He participated in the 2024–25 Kaneb Center Course Design Academy.