Advancing the Science of Collaborative Problem Solving

Graesser, Arthur C.; Fiore, Stephen M.; Greiff, Samuel; Andrews‐Todd, Jessica; Foltz, Peter W.; Hesse, Friedrich W.

doi:10.1177/1529100618808244

Cited by 226 publications

(211 citation statements)

References 153 publications

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“…To sustain a community of research and practice with the ethos and skills to produce and apply high-quality S-E science requires that graduate students acquire IDR and TS skills. Graduate students in S-E fields require opportunities to develop team-based research and collaborative problem solving skills, interpersonal and relational skills, and the skills to learn and integrate concepts from others' disciplines (Bosque-Pérez et al 2016;Cannon et al 1996;Graesser et al 2018). Such opportunities facilitate the development of skills and experiences that transfer to professional practice but are uncommon in formal graduate curricula (Blickley et al 2013;Colón-Rivera et al 2013;Hampton et al 2017;Tress et al 2007).…”

Section: Introductionmentioning

confidence: 99%

Integrating team science into interdisciplinary graduate education: an exploration of the SESYNC Graduate Pursuit

et al. 2019

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Complex socio-environmental challenges require interdisciplinary, team-based research capacity. Graduate students are fundamental to building such capacity, yet formal opportunities for graduate students to develop these capacities and skills are uncommon. This paper presents an assessment of the Graduate Pursuit (GP) program, a formal interdisciplinary team science graduate research and training program administered by the National Socio-Environmental Synthesis Center (SESYNC). Quantitative and qualitative assessment of the program's first cohort revealed that participants became significantly more comfortable with interdisciplinary research and team science approaches, increased their capacity to work across disciplines, and were enabled to produce tangible research outcomes. Qualitative analysis of four themes-(1) discipline, specialization, and shared purpose, (2) interpersonal skills and personality, (3) communication and teamwork, and (4) perceived costs and benefits-encompass participants' positive and negative experiences and support findings from past assessments. The findings also identify challenges and benefits related to individual personality traits and team personality orientation, the importance of perceiving a sense of autonomy and independence, and the benefit of graduate training programs independent of the university and graduate program environment.

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Section: Introductionmentioning

confidence: 99%

Integrating team science into interdisciplinary graduate education: an exploration of the SESYNC Graduate Pursuit

et al. 2019

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“…face-to-face) specifically for novel or non-routine tasks. Several research studies and reports indicate the importance of CPS [4], [5], [6], and [7].…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

“…Lack of education and training in CPS provides an opportunity to recognize strategies to improve CPS. Researchers that have studied CPS have identified opportunities and challenges for the development of research on CPS [5]. The latest improvements in digital technologies can be employed to automate the CPS processes along with the detection and evaluation of different CPS competencies.…”

Section: Introduction and Literature Reviewmentioning

confidence: 99%

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Relating the Learning Styles, Dependency, and Working Memory Capacity to Performance Effectiveness in Collaborative Problem Solving

Sheikhrezaei

Harvey

2019

Advances in Human Error, Reliability, Resilience, and Performance

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Although much research has concentrated on the forecast of efficient team performance and the variables that might detract or promote team efficiency, little research reviewed has assessed the multitude of individual characteristics their impact on collaborative problem solving (CPS). Much of the research investigates only a single individual characteristic and its effect on group performance. This research proposes to explore three individual attributes (interpersonal dependency, individual working memory capacity, and preferred learning style) on performance effectiveness in CPS. A wide range of fields including healthcare and the military has explored CPS; however, the bulk of teamwork research to date has dealt with behavioral coordination on a single feature. This study will explore the association between team-member attributes and CPS skills. Noteworthy interactions might be observed to demonstrate that there are mixtures of traits more (or less) productive than anticipated, indicating further evidence of how group composition influences group performance.

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“…The case study presented here utilizes an approach to teamwork training for undergraduates that goes beyond team-based learning. Our approach integrates interprofessional training with a realistic simulation of practical tasks and behavioral skill development employing collaborative problem solving (CPS) that requires set of cognitive and social skills that are different from traditional studies on an individual's problem solving (Graesser et al, 2018;Li et al, 2019). More specifically, we hypothesize that hands-on activities blended with realworld, flexible programming facilitate student understanding of team roles and dynamics.…”

Section: Introductionmentioning

confidence: 99%

Vigilante Innovation (VIX): case study on the development of student skills through a team-based design process and environment

2019

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Background: Many undergraduate students majoring in science, technology, engineering, and mathematics (STEM) fields lack experience in collaborative thinking, limiting their effectiveness as they enter careers in academic and industrial environments. The SyBBURE Searle Undergraduate Research Program has incorporated a team-based design component into its curriculum to fill this gap in training. This design framework, called Vigilante Innovation (VIX) to highlight its emphasis on self-initiation and action, has evolved into a multi-semester-long group undertaking that combines just-in-time training in entrepreneurship and project design with student-driven collaborations aimed at solving a real-world problem. We hypothesize that this framework provides a hands-on, realistic workplace simulation task through which students can develop an understanding of teamwork. Results: Using a case-study approach, we discuss the development of the VIX design framework since its inception in 2014 and assess the impact of the VIX framework on student learning and growth using a student survey from 2016 to 2017 and student interviews from 2018. Conclusions: A flexible approach, an annualized project timeline, a student-driven prototyping space, and selfselecting project areas emerged as key contributors to the successful implementation of the VIX design and to deepened student learning. The diversity of VIX teams, the self-reported success of student projects, and student interviews indicate that students who participate in VIX possess an in-depth understanding of team-based strategies. These findings support the VIX framework as an effective method of providing undergraduates in STEM fields with efficient and meaningful exposure to the team-based entrepreneurial skills that are vital in their future careers. Additional work is needed to determine if this approach has a long-term impact on student success in team-based environments. The website vigilanteinnovation.com houses a customizable, freely available version of the design guide for educators and innovators alike.

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Advancing the Science of Collaborative Problem Solving

Cited by 226 publications

References 153 publications

Integrating team science into interdisciplinary graduate education: an exploration of the SESYNC Graduate Pursuit

Integrating team science into interdisciplinary graduate education: an exploration of the SESYNC Graduate Pursuit

Relating the Learning Styles, Dependency, and Working Memory Capacity to Performance Effectiveness in Collaborative Problem Solving

Vigilante Innovation (VIX): case study on the development of student skills through a team-based design process and environment

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