From Group Work to Teamwork: Preparing Chemistry Undergraduates for Collaborative Laboratory Practice

Abstract

Effective teamworking has become a cornerstone of success in higher education, shaping both teaching practices and research outcomes. As universities respond to increasing demands for innovation, interdisciplinary collaboration, and student engagement, the ability to foster cohesive and high-performing teams is more critical than ever. Beyond enhancing academic productivity, teamworking plays a pivotal role in preparing graduates for the modern workforce, where collaboration, adaptability, and communication are among the most highly valued employability skills. Embedding these competencies within undergraduate programs not only benefits students but also aligns teaching practice with professional standards and accreditation requirements, which increasingly emphasize collaborative learning and authentic assessment. This paper describes an evidence-informed, practice-focused workshop designed to move students beyond task-based group work toward effective teamwork. Situated within undergraduate chemistry laboratory education, the workshop uses active and reflective pedagogies to prepare students for collaborative, research-style laboratory practice and offers a transferable model for explicitly teaching teamwork in chemistry curricula.