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Cooperative learning is defined by an emphasis on positive interdependence among students to learn course materials, face-to-face interaction, individual accountability, the development of interpersonal and small group skills, and group processing of group functioning. In the last 10 years, lower-, upper-, and graduate-level psychology courses at the College of Notre Dame, in Maryland, have been reorganized to function as collaborative courses. Typical class activities in the courses include small group discussions of assigned reading and exercises, summaries of research articles presented to and discussed in small groups, and integrative group analyses of videos or other presentations. The use of student groups in the courses is guided through several stages, including their formation at the beginning of the term, development, the assessment of groups and individuals, and the resolution of conflicts. Collaborative learning activities employed fall into two categories: long-term projects, involving the completion of a research project and/or presentation by two or more people working together outside of class, and in-class exercises, using spontaneous or instructor-formed groups for a particular exercise only. In reorganizing courses, collaborative learning experiences can be introduced in small stages into existing class formats until faculty are ready to undertake the total redesign of courses. (BCY)