A Cultural Approach to Teaching Teamwork in Undergraduate Engineering Courses

Joanna Burchfield; Olukemi Akintewe; Jamie Chilton

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: LEES 7: Experiments in Experiential and Project-Based Learning
Page Count: 24
DOI: 10.18260/1-2--41678
Permanent URL: https://216.185.13.174/41678
Download Count: 398

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Paper Authors

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Joanna Burchfield University of South Florida

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Dr. Joanna Burchfield is an Assistant Professor of Communication for the College of Engineering at the University of South Florida. Her current research interests focus on the links between interpersonal and intercultural communication competency and undergraduate engineering students’ professional proficiencies and professional identity development. Specifically, Burchfield’s research explores how the application of an interpersonal communication based curriculum impacts undergraduate engineering students’ critical and analytical thinking, communication competencies, and their understandings of themselves and their responsibilities as professional engineers, especially as related to ethics, sustainability, teamwork, systems thinking, leadership, global mindset, diversity, and inclusion. Her research at USF is inspired by her broader interest in the current and potential roles of cross-disciplinary communication training in helping to shape a global workforce of ethically-, collaboratively-, and global-minded individuals who seek innovative and equitable solutions to 21st-century challenges. Prior to joining USF’s College of Engineering in 2018, Dr. Burchfield’s research explored how intersectionality shapes mediated representations of patients in medical texts and how those representations are linked to doctor/patient communication and patient treatment and care at individual and institutional levels.

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Olukemi Akintewe University of South Florida

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Dr. Kemi Akintewe is an Assistant Professor of Instruction in the Department of Medical Engineering and the Director of the First-year Engineering Experiential learning at the University of South Florida (USF). Dr. Akintewe holds a Doctorate in Chemical Engineering from USF, a Masters in Materials Science & Engineering from the Ohio State University, and her Bachelors in Chemical Engineering from the City College of New York. Her research focuses on active learning in engineering education, engineering predictive assessment models that support students’ learning, classroom management techniques, and best teaching practices. Dr. Akintewe’s teaching, mentoring, and academic efforts have received recognition, including the 2022 Women in Leadership & Philanthropy, Kathleen Moore Faculty Excellence award, the 2021 USF STEER teaching scholars award, and the USF BMES chapter Faculty of the year award. Her mission is to teach, mentor and coach the next generation of students that succeed in STEM fields while promoting learning, diversity, and leadership.

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Jamie Chilton University of South Florida

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Jamie Chilton is an Assistant Professor of Instruction in the Department of Industrial and Management Systems Engineering (IMSE) in the College of Engineering (COE) at the University of South Florida (USF). Chilton received her BA in Biochemistry and Molecular Biology from Agnes Scott College (Decatur, GA). Chilton received her PhD in Biomedical Engineering from Georgia Institute of Technology College of Engineering and Emory University School of Medicine (Atlanta, GA) while also earning her graduate certificate in Engineering Entrepreneurship. Chilton has over 20 years of experience in a variety of academic, research, technology, government, consulting, and private industry settings, particularly in biotechnology. Prior to USF, Chilton’s previous work in the biotech industry includes developing innovative cell culture systems for disease modeling, drug discovery and toxicity studies for clients ranging from academia and government to large biotech and pharmaceutical companies. Chilton’s current teaching interests include economics, sustainability, engineering management, creativity, and technology-based entrepreneurship. Her broader research interests include engineering management, healthcare engineering and security, and education engineering. Chilton’s research in education engineering is motivated by her desire to provide improved interpersonal and intercultural communication training to engineering students to help develop an inclusive and systems thinking mindset as they navigate the global workforce and the critical need for sustainable engineering solutions. Chilton currently serves as the ABET Coordinator for USF’s Bachelor of Science in Industrial Engineering (BSIE) program, the Faculty Advisor for USF Engineering Student Council (E-Council), and the Career Advisor for USF Society of Women Engineers (SWE).

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Abstract

Effective interpersonal competencies are career readiness indicators for professional development and are essential in any engineering discipline. Teamwork abilities rank in the top proficiencies sought by employers. In engineering programs, the ability to collaborate and work well together with individuals and groups is required by the accreditation board for engineering and technology (ABET). Specifically, all accredited programs must assess "an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives."

Conventional instructional methods towards teamwork consist of students working in groups to accomplish tasks, but rarely include instruction on topics such as teamwork or small group communication. Consequentially, research on teamwork in engineering education primarily focuses on elements such as team structure, goal setting and achievement, individual performance and attitude, collaboration, leadership, and team effectiveness, with little attention paid to elements of culture, diversity, and experiential attributes that directly impact individuals' communication styles and orientations to others. Hence, integrating teamwork, intercultural awareness, and interpersonal communication into the engineering curriculum could bring about a transformative change in student learning, fulfill an ABET student outcome, support diversity and inclusion in engineering programs, and improve workforce preparedness.

This paper outlines the efforts taken by the University of South Florida College of Engineering (CoE) on teamwork education. Using the theoretical framework of situated learning, the CoE faculty integrated interpersonal communication (IPC) and intercultural communication (ICC) education into two traditional engineering courses. The basic principles of IPC are at the heart of professionally valued communication, including written and oral communication, teamwork, and communicating with diverse audiences. The study of IPC trains students to consider their responsibility for and impact on any communication they are part of while also training students to listen closely to others, consider cultural impacts on communication and develop shared meaning. ICC is the study of communication between people from two or more cultures wherein cultural influences, norms, values, etc., may affect communication. The study of ICC helps students understand key attributes of cultural communication norms and values that can significantly impact how people interpret and, in turn, interact with one another. Recognizing cultural similarities and differences is key to successful teamwork, group dynamics, and conflict resolution.

Typical enrollment in the two engineering courses evaluated ranges from 625 – 1050 students annually. In Fall 2019, the CoE "Engineering Economics with Social and Global Implications" (Econ) course assessed qualitative data from assignments and student reflections. Formative results were used to revise and hone course assignments, rubrics, readings, and lectures. Econ students demonstrated improvements in cultural competence, teamwork efficacy, conflict resolution, and audience centered communication. A pilot study was recently conducted in one section of the CoE's "Foundations of Engineering Lab" course, a mandatory course for all incoming engineering students. Students were introduced to the ICC and teamwork concepts through a lecture. A reflection survey will measure the perceived benefit and effectiveness of the lecture on their team interactions throughout the semester.

Citation
Format

Burchfield, J., & Akintewe, O., & Chilton, J. (2022, August), A Cultural Approach to Teaching Teamwork in Undergraduate Engineering Courses Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41678

TY - CPAPER
AB - Effective interpersonal competencies are career readiness indicators for professional development and are essential in any engineering discipline. Teamwork abilities rank in the top proficiencies sought by employers. In engineering programs, the ability to collaborate and work well together with individuals and groups is required by the accreditation board for engineering and technology (ABET). Specifically, all accredited programs must assess "an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives."

Conventional instructional methods towards teamwork consist of students working in groups to accomplish tasks, but rarely include instruction on topics such as teamwork or small group communication. Consequentially, research on teamwork in engineering education primarily focuses on elements such as team structure, goal setting and achievement, individual performance and attitude, collaboration, leadership, and team effectiveness, with little attention paid to elements of culture, diversity, and experiential attributes that directly impact individuals' communication styles and orientations to others. Hence, integrating teamwork, intercultural awareness, and interpersonal communication into the engineering curriculum could bring about a transformative change in student learning, fulfill an ABET student outcome, support diversity and inclusion in engineering programs, and improve workforce preparedness.

This paper outlines the efforts taken by the University of South Florida College of Engineering (CoE) on teamwork education. Using the theoretical framework of situated learning, the CoE faculty integrated interpersonal communication (IPC) and intercultural communication (ICC) education into two traditional engineering courses. The basic principles of IPC are at the heart of professionally valued communication, including written and oral communication, teamwork, and communicating with diverse audiences. The study of IPC trains students to consider their responsibility for and impact on any communication they are part of while also training students to listen closely to others, consider cultural impacts on communication and develop shared meaning. ICC is the study of communication between people from two or more cultures wherein cultural influences, norms, values, etc., may affect communication. The study of ICC helps students understand key attributes of cultural communication norms and values that can significantly impact how people interpret and, in turn, interact with one another. Recognizing cultural similarities and differences is key to successful teamwork, group dynamics, and conflict resolution.

Typical enrollment in the two engineering courses evaluated ranges from 625 – 1050 students annually. In Fall 2019, the CoE "Engineering Economics with Social and Global Implications" (Econ) course assessed qualitative data from assignments and student reflections. Formative results were used to revise and hone course assignments, rubrics, readings, and lectures. Econ students demonstrated improvements in cultural competence, teamwork efficacy, conflict resolution, and audience centered communication. A pilot study was recently conducted in one section of the CoE's "Foundations of Engineering Lab" course, a mandatory course for all incoming engineering students. Students were introduced to the ICC and teamwork concepts through a lecture. A reflection survey will measure the perceived benefit and effectiveness of the lecture on their team interactions throughout the semester.
AU - Joanna Burchfield
AU - Olukemi Akintewe
AU - Jamie Chilton
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - A Cultural Approach to Teaching Teamwork in Undergraduate Engineering Courses
UR - https://216.185.13.174/41678
DO - 10.18260/1-2--41678
ER -