These lively and stimulating ideas for use in and out of class reinforce active learning. The activities apply to individual or group projects.

Imagine that you wanted to use a one-semester longitudinal study to track the development of team trust in four students working together on a project in a research methods course. How many points in time would you assess team trust? At what specific points in time? Why? How would you prevent experimental mortality? How would you try to reduce the impact of “testing,” that is, when administration of measures at Time 1 affects responses to subsequent administrations of the measures? Present an argument that even with these challenges, a longitudinal approach is better than a cross-sectional approach for this research topic.