To promote student engagement, collaboration, and deeper understanding of course material, this activity offers students the opportunity to earn extra credit by participating in structured peer meetings. These meetings are designed to encourage consistent interaction with classmates, foster academic support networks, and reinforce key concepts through discussion and review. 

Students may earn up to 27 extra credit points by meeting with a classmate to discuss course content and assignments. Each meeting must last at least 10 minutes and be spaced a minimum of three days apart to ensure that the interactions are meaningful and spread throughout the term. This spacing requirement helps prevent last-minute cramming and encourages students to build a habit of regular study and reflection.

Meetings can take place online (e.g., Zoom, Facetime, Goggle Hangout, Microsoft Teams, etc.) or in public spaces such as campus libraries, student lounges, or coffee shops. To maintain a safe and professional environment, meetings must not occur in private homes. This guideline ensures that all students feel comfortable participating and that the activity remains inclusive and accessible.

In fully online courses, the instructor assigns students to groups of three to facilitate peer collaboration. This group size is intentionally selected to balance flexibility and accountability; in cases where one student opts not to participate, the remaining two members can still engage meaningfully without disruption. Groups of four are generally avoided, as coordinating schedules among four individuals has proven to be more challenging, often resulting in inconsistent participation.

Group assignments are typically based on students’ declared majors or academic programs. This approach increases the likelihood of shared interests and similar academic trajectories, which can enhance the relevance and productivity of their discussions. In contrast, for courses that meet in person, group formation is allowed to occur organically. Students are encouraged to self-select partners based on existing relationships, shared schedules, or mutual academic goals, which often leads to more sustainable and effective collaboration. 

The extra credit is awarded cumulatively, with increasing rewards for continued participation:

  • 1 meeting = 2 points
  • 2 meetings = +3 points (5 total)
  • 3 meetings = +4 points (9 total)
  • 4 meetings = +5 points (14 total)
  • 5 meetings = +6 points (20 total)
  • 6 meetings = +7 points (27 total)

To receive credit, each student must submit a brief message via Canvas on the same day as the meeting. This message serves as a simple accountability measure and ensures that all students are actively participating. The message should include the meeting number, the name of the classmate, the platform or location, the time, and a short summary of what was discussed.

For example:

Subject: Group 7 Meeting #3

Body: I met with Johnny Appleseed on Zoom today from 3:00–3:30 PM. We worked on the written homework questions and reviewed where to find the PowerPoint slides on Canvas.

This activity is particularly effective in hybrid and online learning environments, where students may feel disconnected from their peers. By encouraging regular interaction, it helps build a sense of community and shared responsibility for learning. It also supports the development of soft skills such as communication, time management, and collaborative problem-solving—skills that are essential for academic and professional success.

Faculty interested in implementing a similar model can easily adapt the structure to fit their course needs. The reporting format is simple, and the point system is flexible enough to be scaled up or down depending on the course’s grading scheme. Templates for Canvas messages, tracking spreadsheets, and student instructions are available upon request.

This initiative has proven to be a low-barrier, high-impact way to increase student engagement and improve learning outcomes. It empowers students to take ownership of their education while fostering a supportive academic environment.

In my experience, approximately half of the students enrolled in fully online sections choose to participate in the structured study group activity. In contrast, participation among students in face-to-face classes tends to be significantly lower. Despite this difference, the impact of participation is consistently positive across modalities.

Students who engage in these peer meetings are more likely to successfully complete the course, and many of them explicitly mention the value of the experience in their end-of-semester evaluations. They often note that discussing course material with classmates helped clarify concepts, reduce stress, and improve their overall understanding. These outcomes suggest that even modest levels of peer interaction can contribute meaningfully to student success.