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A Team-effectiveness Inventory for Guided Reflection and Feedback

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Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

Design Teamwork

Tagged Division

Design in Engineering Education

Page Count

13

Page Numbers

23.122.1 - 23.122.13

Permanent URL

https://peer.asee.org/19136

Download Count

41

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Paper Authors

biography

Patricia Kristine Sheridan University of Toronto

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Patricia Kristine Sheridan is a PhD Candidate with the Institute for Leadership Education in Engineering
at the University of Toronto. She holds a BASc and MASc in Mechanical Engineering from the University
of Toronto. She is a member of the teaching team and a course developer for the Praxis cornerstone design
courses.

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biography

Lobna El Gammal Institute For Leadership Education in Engineering at the University of Toronto

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Lobna El Gammal is currently completing her third year of chemical engineering studies at the University of Toronto. She is pursuing a certificate of global engineering and working towards an optional fourth-year thesis with the Institute for Leadership Education in Engineering (ILead) at the University of Toronto.

Previously, she worked as a pilot analyst summer research student, with both ILead and Patricia Sheridan, to develop a team effectiveness inventory for guided reflection and feedback. Lobna was responsible for performing quantitative and qualitative analysis of the pilot project findings and for modifying the proposed inventory based on analysis.

Lobna is passionate about engineering education and plans to pursue a career path in the field.

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biography

Jennie Phillips MA University of Toronto

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Jennie Phillips, MA Ed. Tech, is a specialist in instructional design from Concordia University. She has experience working in the government sector with the Privy Council Office / Prime Ministers Office and the Department of Foreign Affairs developing and delivering emergency management training programs, and private / non-profit sector as a social entrepreneur (through her company ellips design + consulting) overseas in Swaziland and India providing Information Communications & Technology (ICT) and Training consulting. At present, Jennie is pursuing a PhD at the University of Toronto at the Ontario Institute for Studies in Education (OISE) and Munk School of Global Affairs. Her research interests include just-in-time training, citizen-driven online response to crisis, collaboration online in crises, strategy identification (policy, awareness, training and innovation), and integration of online communities into official emergency response channels. She holds 6 years experience working in Emergency Management and over 9 years working in Education and ICT.

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Greg Evans University of Toronto

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Professor Dept. of Chemical Engineering and Applied Chemistry
Director Southern Ontario Centre for Atmospheric Aerosol Research
Associate Director Institute of Leadership Education in Engineering

Prof Evans has been recognised as a researcher, educator, and for his contributions to students experience. His research focuses on the sources and chemistry of atmospheric aerosol particles, and their impacts on air quality, public health, and climate. As the Associate Director of the Institute of Leadership Education in Engineering, he is also working to enhance engineering education and increase the positive impact of engineers on society through the instruction of leadership competencies.

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Doug Reeve University of Toronto

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Abstract

A Team-effectiveness Inventory for Guided Reflection and FeedbackTeam-based projects have become a common teaching practice in engineering courses as ameans to simulate real-world environments. In these courses, students are often instructed on thetechnical aspects of the project material, but are expected to learn how to function effectively asa team implicitly. Team-based projects offer students rich learning opportunities to absorb coursematerial while simultaneously developing important teamwork skills - provided student learningin both areas is addressed. To facilitate this integrated learning, a web-based intervention is beingdesigned to create a virtual environment in which students can learn about their team-effectiveness competencies through the use of self- and peer-assessment in their project teams.This paper outlines the development of the Team-effectiveness Inventory (TEI) used to facilitatethese assessments. Specifically, the objective of the TEI is to create a common language bywhich guided reflection and feedback can be provided based on visible behaviour competencies.An initial version of the TEI was developed with three aspects of team-effectiveness(organizational, relational and communication) and 27 competencies. This TEI was studiedthrough responses collected in a first year engineering design class of 200 students in 2012.Correlation and clustering analysis was applied to these data along with survey and focus groupfeedback from the teaching assistants and students. Based on the results, the 27 competencieswere reduced and consolidated down to 18, with the new TEI currently being studied in twoupper year courses to validate the modifications. Details of the modified TEI, as well as studentoutcomes and perceptions of its utility to their learning from both studies will be discussed, alongwith a set of assessment metrics that provide useful information on students’ team-effectivenessfor instructional staff.

Sheridan, P. K., & El Gammal, L., & Phillips, J., & Evans, G., & Reeve, D. (2013, June), A Team-effectiveness Inventory for Guided Reflection and Feedback Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19136

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