Promoting Effective Student Teamwork Through Deliberate Instruction, Documentation, Accountability, and Assessment

Rooney, Sarah Ilkhanipour; Scott, R.

doi:10.1007/s43683-020-00038-5

Cited by 3 publications

(3 citation statements)

References 5 publications

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“…This assessment of team problems is inconsistent with the work of Rooney and Scott, who reported that peer evaluations of teamwork outcomes during emergency remote learning did not differ from traditional face-to-face learning [42]. These differences could be due to that Rooney and Scott observed a course that began in person and transitioned online, providing students with the opportunity to build camaraderie and address some team challenges in person [42]. This could mean that a hybrid format (combined face-to-face and remote) might maintain the flexibility of remote group work but mitigate some of the team related issues exacerbated by the remote conditions.…”

Section: Rq2: What Are the Challenges In Early Design Processes That ...contrasting

confidence: 88%

“…The low frequency of remote-only challenges combined with the drop in remote challenges across the semester suggests that, beyond the initial adjustment to online learning (in the first four weeks), there were few new challenges created by the online environment, which instead might exacerbate existing team problems. This assessment of team problems is inconsistent with the work of Rooney and Scott, who reported that peer evaluations of teamwork outcomes during emergency remote learning did not differ from traditional face-to-face learning [42]. These differences could be due to that Rooney and Scott observed a course that began in person and transitioned online, providing students with the opportunity to build camaraderie and address some team challenges in person [42].…”

Section: Rq2: What Are the Challenges In Early Design Processes That ...mentioning

confidence: 73%

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Challenges to Engineering Design Teamwork in a Remote Learning Environment

2022

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Remote team collaboration was not familiar to many engineering students before COVID-19. The rapid shift from in-person to remote during the pandemic caused dramatic challenges, especially for freshmen and sophomore students in engineering design classes, where teamwork is typically needed to explore both the problem and solution spaces for ill-defined problems and students have had little previous design project experience. This study aims to explore challenges revealed by students in remote design collaboration through the lens of a sophomore-level class about early-stage engineering design. The authors closely observed team members’ struggles through three datasets collected in one semester: (1) team performance and survey responses in an in-class idea generation activity; (2) individual student final reflection essays about their semester-long team project at the end of the semester; and (3) bi-weekly individual reflections on the discussion board throughout the entire semester. Unlike the classic findings that sketches improve performance, we found significant positive correlations between teamwork experience (e.g., communication, efficiency, perceived contribution) and the number of ideas expressed in text, and significant negative correlations between teamwork experience and number of ideas expressed in a combination of sketches and text. Therefore, we propose educators should also work on improving students’ ability to express design ideas with text descriptions, on top of traditionally emphasized visual representations. In addition, we found the remote environment exacerbated existing team challenges more than it created new challenges. The remote-related challenges also dropped dramatically after the first few weeks and then remained steady. The remote-related challenges and their changing patterns indicate large potential to improve remote design collaboration.

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Section: Rq2: What Are the Challenges In Early Design Processes That ...contrasting

confidence: 88%

Section: Rq2: What Are the Challenges In Early Design Processes That ...mentioning

confidence: 73%

Challenges to Engineering Design Teamwork in a Remote Learning Environment

2022

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“…Reflection, a teaching approach increasingly recognized in engineering education, 2,3 has been shown to enhance professional skill development 16 and teamwork productivity. 26 To encourage this process, students were assigned a midquarter reflection exercise, where they were asked to reflect on their experiences with teamwork in the class thus far as a professional development opportunity (prompt is included in Supplementary Material, Online Resource 2). At the end of the term, the students reflected on their overall teamwork experiences from the quarter and how those might inform future approaches (prompt is included in Supplementary Material, Online Resource 2).…”

Section: Supporting Positive Inclusive Teamwork Experiencesmentioning

confidence: 99%

Fostering Community and Inclusion in a Team-Based Hybrid Bioengineering Lab Course

Taylor

Hernandez

2022

Biomed Eng Education

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As cornerstones of biomedical engineering and bioengineering undergraduate programs, hands-on laboratory experiences promote key skill development and student engagement. Lab courses often involve team-based activities and close communication with instructors, allowing students to build connection and community. Necessitated by the pandemic, changes to class delivery format presented unprecedented challenges to student inclusion and engagement, especially for students from underrepresented minority backgrounds. Here, we present a multi-faceted approach for fostering inclusion and community-building in a hybrid bioengineering laboratory course. A basis for this project was an approach for team-based project work which allowed students to have hands-on experience in the lab and collaborate extensively with peers, while abiding by social distancing guidelines. Members of each student team worked together remotely and synchronously on a project. One team member executed the hands-on portion of each lab activity and the remote student(s) engaged in the project via online communication. The hybrid lab course was supplemented with interventions to further promote inclusivity and community, including instructor modeling on inclusion, team-based course content, attention to lab session logistics, and instructor communication. Students responded positively, as indicated by the median ratings in course evaluations for the four lab sections in the following categories concerning course climate (using a 5.0 scale): their overall comfort with the climate of the course (4.8 to 5.0), feeling valued and respected by lab instructor (4.8 to 5.0) and their peers (4.8 to 5.0), peers helping each other succeed in the course (4.5 to 5.0), and the degree to which the experience in the course contributed to their sense of belonging in engineering (4.2 to 5.0). When asked to describe aspects of the class that contributed to inclusivity towards differences, students cited a collaborative environment, course content on implicit bias and inclusivity, and an approachable teaching team. Overall, our approach was effective in fostering a sense of community and inclusion. We anticipate many of these initiatives can transcend instructional format to positively impact future lab course offerings, irrespective of modality. Supplementary Information The online version contains supplementary material available at 10.1007/s43683-022-00081-4.

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Longitudinal Analysis of Strategies for Improving Biomedical Engineering Student Knowledge of Career Paths and Desired Skillsets

Scott,

Frickenstein,

Wilhelm

2024 ASEE Annual Conference &Amp; Exposition Proceedings

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Promoting Effective Student Teamwork Through Deliberate Instruction, Documentation, Accountability, and Assessment

Cited by 3 publications

References 5 publications

Challenges to Engineering Design Teamwork in a Remote Learning Environment

Challenges to Engineering Design Teamwork in a Remote Learning Environment

Fostering Community and Inclusion in a Team-Based Hybrid Bioengineering Lab Course

Longitudinal Analysis of Strategies for Improving Biomedical Engineering Student Knowledge of Career Paths and Desired Skillsets

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