Wang, Y., & Zhang, X., & Khalkhal, F., & Claussen, S., & Biviano, A. K. (2023, June), A Quantitative Analysis on Teamwork Behavior, Disagreement, and Their Linkages to Students’ Engineering Identities  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--42485

\bibitem{asee_peer_42485}
  Wang, Y., \& Zhang, X., \& Khalkhal, F., \& Claussen, S., \& Biviano, A. K. (2023, June), \emph{A Quantitative Analysis on Teamwork Behavior, Disagreement, and Their Linkages to Students’ Engineering Identities}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--42485

Yiyi Wang, Xiaorong Zhang, Fatemeh Khalkhal, Stephanie Claussen, and Ana Karen Biviano.  "A Quantitative Analysis on Teamwork Behavior, Disagreement, and Their Linkages to Students’ Engineering Identities".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/42485 Internet.  15 Dec, 2024

\bibitem{asee_peer_42485}
  Yiyi Wang, Xiaorong Zhang, Fatemeh Khalkhal, Stephanie Claussen, and Ana Karen Biviano.
  "A Quantitative Analysis on Teamwork Behavior, Disagreement, and Their Linkages to Students’ Engineering Identities".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/42485 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_42485
author = "Yiyi Wang, Xiaorong Zhang, Fatemeh Khalkhal, Stephanie Claussen, and Ana Karen Biviano"
title = "A Quantitative Analysis on Teamwork Behavior, Disagreement, and Their Linkages to Students’ Engineering Identities"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/42485}
number = {10.18260/1-2--42485}
}

TY  - CPAPER
AB  - This Work-in-Progress paper explores how teamwork experience informs students’ engineering identity. Teamwork skills are highly valued by employers but are lacking in many engineering graduates. While little is known about the linkage between teamwork and EI, understanding that connection is crucial for inclusive teaching and learning activities because engineering identity may be disproportionately lower for some students, and teamwork designed without considering EI may exacerbate that gap.

We conducted Spearman’s correlation analyses on the survey responses of 268 students from 18 engineering classes that have a significant teamwork component over two semesters at a four-year Hispanic Serving Institution. All survey instruments had been validated by prior researchers. EI was cast by a uni-dimensional definition as well as a multi-dimensional lens of performance/competence, interest, and recognition. The teamwork survey assessed team behaviors using the CATME questions, team disagreement (on task, process, and relationship), conflict patterns, and psychological safety. The results revealed a complex and interconnected relationship between engineering identity, disagreement, and teamwork behaviors. We found that task/process conflicts could slide into relationship conflict, suggesting that our students may “have difficulty disagreeing without being disagreeable.” Among the dimensions of engineering identities, students who were confident about engineering self-efficacy were found to exhibit more positive teamwork behaviors. Recognition from parents, professors, or peers also played an important role in shaping all but one behavior metric. Conflicts connected with teamwork behaviors and EI in a nuanced way and must be addressed through multivariate statistical models that control for psychological safety and demographics. In future work, we plan to explore multivariate analysis. 

AU  - Yiyi Wang
AU  - Xiaorong Zhang
AU  - Fatemeh Khalkhal
AU  - Stephanie Claussen
AU  - Ana Karen Biviano
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - A Quantitative Analysis on Teamwork Behavior, Disagreement, and Their Linkages to Students’ Engineering Identities
UR  - https://peer.asee.org/42485
DO  - 10.18260/1-2--42485
ER  -