Sheridan, P. K., & Evans, G., & Reeve, D. (2012, June), A Proposed Framework for Teaching Team-effectiveness in Team-based Projects  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--20854

\bibitem{asee_peer_20854}
  Sheridan, P. K., \& Evans, G., \& Reeve, D. (2012, June), \emph{A Proposed Framework for Teaching Team-effectiveness in Team-based Projects}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--20854

Patricia Kristine Sheridan, Greg Evans, and Doug Reeve.  "A Proposed Framework for Teaching Team-effectiveness in Team-based Projects".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/20854 Internet.  04 Dec, 2024

\bibitem{asee_peer_20854}
  Patricia Kristine Sheridan, Greg Evans, and Doug Reeve.
  "A Proposed Framework for Teaching Team-effectiveness in Team-based Projects".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/20854 Internet.  04 Dec, 2024

@INPROCEEDINGS{asee_peer_20854
author = "Patricia Kristine Sheridan, Greg Evans, and Doug Reeve"
title = "A Proposed Framework for Teaching Team-effectiveness in Team-based Projects"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20854}
number = {10.18260/1-2--20854}
}

TY  - CPAPER
AB  -                 Teaching Team Effectiveness in Team-Based ProjectsTeams offer students rich learning opportunities to learn about course material while simultaneouslydeveloping important teamwork skills. Students can gain conceptual knowledge relating to teamdevelopment and function through lectures, however personalized feedback and reflection are also neededfor them to learn from their actual teamwork experiences. There are also practical limits on providingpersonalized feedback to students such as instructor time constraints and, in some cases, class size. Aweb-based intervention is being designed to create a safe, virtual environment in which students can learnabout their team-effectiveness competencies through the use of self- and peer-assessment in their projectteams. Specifically, this intervention will provide students with a team-effectiveness framework to createa common language by which structured 360° feedback can be provided based on visible behaviourcompetencies. Personalized exercises and actionable strategies that guide targeted learning in the areasthereby identified will be subsequently provided to students based on their received feedback.This paper outlines the pedagogical foundations of this intervention, the team-effectiveness frameworkbeing utilized and the effect of personalized development of individual team-effectiveness competencieson team performance. Details of the design to stimulate students to provide mature feedback and avoidbullying issues will be outlined. Additionally, teaching tools to be used alongside the intervention,including how to self- and peer-assess accurately, team-effectiveness instruction, and how personal team-effectiveness competencies contribute to the development of an effective team, will be discussed. A setof assessment metrics that provide useful information in determining the effectiveness of the interventionand in determining if students’ team-effectiveness was improved will be presented.
AU  - Patricia Kristine Sheridan
AU  - Greg Evans
AU  - Doug Reeve
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - A Proposed Framework for Teaching Team-effectiveness in Team-based Projects
UR  - https://peer.asee.org/20854
DO  - 10.18260/1-2--20854
ER  -