They record each members solution, and hand the record to one of the two undergraduate coordinators by the due date. The results have been quite interesting. Students really enjoy the meetings. Friendships are formed. Life relaxes a notch.
Students get an entirely unique angle on the material that seems to result in real learning.
This experiment can be thought of as rediscovery of the power of the recitation, small group discussions of the professor's lecture material, traditionally led by a graduate student. Modern Universities like Colorado State can no longer afford such recitations, but the study groups assignments we have instituted in Z110 can go a quite a way toward addressing the need for peer-based learning. The final benefit to students of having to explain a concept, is that they are forced into an active mode. It is important to note that even if only one student in the group is doing most of the explaining, the other members of the group imagine how they would explain and this results in an active participation that breaks down all kinds of learning barriers. We haven't objectively tested the efficacy of this method yet, but I am relatively certain that students are learning more.