Faculty and students can perceive group projects negatively (Hall & Buzwell, 2012; Linden, Nagao, & Parsons, 1986); however, group-work skills are an underappreciated element of preparation for the workforce (Scribner, Baker, & Howe, 2003). Negative perceptions can arise from students being assigned group tasks with little training or structure; however, when instructors explicitly and intentionally teach about how to work in groups, perceptions improve (Chapman & Van Auken, 2001; Hillyard, Gillespie, & Littig, 2010). Several design features and pedagogical tools can help structure group work to involve all students during both individual sessions and across major projects.