Overview
In dual-enrollment courses, students often navigate new academic systems while juggling multiple institutions, and doing so in a virtual or hybrid setting can feel isolating. While instructors play a central role, success in these courses also depends on students developing a network of peer support. Team-building activities are designed to intentionally orient students toward one another, not just the instructor, so they feel connected, affirmed, and resourced. When students build peer relationships, they gain classmates they can turn to with quick questions, compare schedules, or share strategies for success. Instructors, in turn, benefit from reduced demands for one-on-one troubleshooting and from fostering a classroom culture where students see each other as partners in learning.
Though team-building is sometimes thought of as “games,” these activities can also be academically oriented. Whether playful or tied to course content, the goal remains the same: helping students connect as people and as learners while practicing communication, collaboration, and perspective-taking. These are core elements of social and emotional learning—especially relationship skills, social awareness, and self-awareness—and they directly support the kinds of college and career skills students will need to succeed, such as professional communication, teamwork, and adaptability.
If you’d like to include a team-building activity in your class, try the following:
Step 1: Select your activity
Choose a short (5–15 minute) activity that creates interaction and builds peer-to-peer connections. Consider class size, technology, and student comfort level.
Synchronous Examples:
Two Truths and a Lie (personal and lighthearted)
Lightning Scavenger Hunt (e.g., “Find an item that represents how you stay organized for this course”)
Quick Academic Interview (pairs ask each other one question: “What’s one strategy you use to manage deadlines?” then share out)
Asynchronous Examples:
Discussion Board Prompt: “Post a photo of your study space or favorite study tool. Comment on two peers’ posts.”
Academic Icebreaker: “Share one challenge you’ve faced in online learning and how you’ve addressed it. Read peers’ responses and add one tip you’d like to try.”
Step 2: Intentionally introduce the purpose.
Frame the activity explicitly so students understand it's more than just an ice breaker–it’s practice for building the relationships and collaboration skills they’ll rely on in college and careers.
Sample Script 1: “Part of being successful in college is learning how to lean on your peers. These activities are a chance to get to know each other, so you can see your classmates as supports and resources, not just names on a screen.”
Sample Script 2: “In both college and the workplace, you’ll be expected to communicate and build partnerships with people you may not know well. Team-building activities help strengthen those skills now, while also helping you meet classmates you can rely on as resources throughout this course.”
Step 3: Facilitate and reflect.
Model first by demonstrating the activity yourself to set the tone and expectations. Keep set-up simple, something you can explain or prepare in about a 1 minute. Use breakout rooms for large classes or pair asynchronous students to complete prompts. End with a quick reflection that reinforces the skill-building:
“What’s one thing you learned about a peer today?”
“How might connecting with classmates make this course easier to navigate?”
“How is practicing communication in this way similar to what you’ll need to do in college and career settings?”
By framing and reflecting intentionally, team-building becomes a way for students to practice empathy, communication, and collaboration, while developing a sense of belonging in the hybrid environment.
Optional Extensions: To keep team-building going throughout your course, consider the following:
Rotate activities to keep them fresh.
Incorporate both non-academic and academic team-building tasks over time.
Use asynchronous tools (e.g., discussion boards, short videos, shared documents) to widen access and flexibility.
Invite students to design or lead a team-building activity, which deepens ownership and peer leadership.
Provide brief, affirming feedback (e.g., “I noticed how you built on each other’s answers; that’s exactly the kind of collaboration that will help you succeed in this course”).
Even for students in a dual-enrollment course, team-building activities are not “extra” or optional; they’re essential tools for fostering community and the interpersonal skills that will help students thrive in higher education and beyond.
