Effect of Psychological Safety on the Interaction of Students in Teams

Abstract

and involved in research in service learning, assessment processes and interventions aimed at improving learning objective attainment. Prior to his University assignments he was the Founder and CEO of The EDI Group, Ltd. and The EDI Group Canada, Ltd, independent professional services companies specializing in B2B electronic commerce and electronic data interchange. The EDI Group companies conducted syndicated market research, offered educational seminars and conferences and published The Journal of Electronic Commerce. He was also a Vice President at the First National Bank of Chicago [now J.P. Morgan Chase], where he founded and managed the bank's market leading professional Cash Management Consulting Group, initiated the bank's non-credit service product management organization and profit center profitability programs and was instrumental in the breakthrough EDI/EFT payment system implemented by General Motors. Dr. Ferguson is a graduate of Notre Dame, Stanford and Purdue Universities, a special edition editor of the Journal of Engineering Entrepreneurship and a member of Tau Beta Pi.

Team Formation and Function Decisions and Student Roles on Diverse Engineering Design Teams

“…Newer research has started to explore the concept of psychological safety in terms of teaming [11][12][13][14]. One study found that teams with members who felt psychologically safe had better outcomes [2]. The level of psychological safety in a team may also be indicative of the levels of conflict, cohesion and satisfaction in teams [12].…”

“…In this work-in-progress paper, we perform a more focused study of two student teaming aspects that have been shown to vary for students from different backgrounds: (a) roles that students play on their project teams [1], and (b) their psychological safety. [2] Our research questions are: (1) How are the roles on student-led project teams chosen or assigned? (2) How do engineering project teams foster psychological safety for diverse members?…”

Lessons Learned: Implementing Equitable Teaming Practices in First-year GE Courses

“…• Communication: members provide and receive information objectively • Coordination: balancing workloads among members in order to work effectively • Cooperation: working together and helping one another • Composition: members reflect on/respond to their team's strengths and weaknesses • Conflict: conflict is addressed and mitigated constructively • Creativity: members share ideas and generate more ideas together • Cohesiveness: group pride in working toward a common goal CATME peer evaluation surveys have also been used in the past to measure students' perceptions of teamwork, including their views of psychological safety [9]. More information on how CATME collects these views is listed in the Methods section of this paper.…”

“…More information on how CATME collects these views is listed in the Methods section of this paper. The questions also reflect the role of trust among team members, where psychological safety appears to be a manifestation of trust [9].…”

Board 257: Development and Initial Outcomes of an NSF RIEF Project in Understanding Teamwork Experience and its Linkage to Engineering Identity of Diverse Students

“…Disagreement or conflict generally fell into three categories-task, process, and relationship-all of which were considered in this study. Part Three probed psychological safety, i.e., how comfortable students felt about working in their teams, through validated survey questions (Beigpourian et al 2020). Part Four asked questions about engineering identity drawn from the work of Hazari et al (2010), Godwin (2016), and Tonso (2006b.…”