June 26, 2011
June 26, 2011
June 29, 2011
22.241.1 - 22.241.9
Assessing Teamwork and Best Educational Practices in Diverse Multi-disciplinary ProgramsAssessing how well undergraduate students recognize and think about teamwork issues that arisein their emerging professional practice has proven to be a significant challenge. The evidence isclear that many students will be working on multi-disciplinary/ cross-functional teams, withinand outside of engineering, as a professional. However, it is a challenge to prepare them for thiseventuality while developing their disciplinary identification and expertise. Many students arestill developing expertise within their own discipline or profession; thus, requiring them to workeffectively on an multi-disciplinary team creates special challenges. Assessment of teamlearning requires a measurement process to identify the practices most likely to result inenhanced awareness of professional teamwork issues, and team members’ ability to behave ineffective ways. Progress toward developing cross-disciplinary team assessment measuresappropriate for use in institutions that have a major focus on project-based and team-basedlearning experiences is reported in this study. Specific lessons learned from four programs atfour institutions that employ experiential learning with multidisciplinary teams will also beshared.An overarching goal of the current study was to develop assessment measures appropriate for usein a variety of contexts. In this presentation, four university contexts will be described withreference to the team assessment measures deemed appropriate within each context.Assessment measures developed to date include a cross-disciplinary team learning self-efficacyand team communication survey; a survey of teamwork functioning; and a survey of counter-productive team behaviors. Our goal for all measures is to demonstrate both reliability andvalidity by utilizing accepted psychometric strategies in developing and assessing the measures.Various strategies are being employed by the different programs to enhance cross-disciplinaryteamwork. Some of the programs have specific class or lecture modules. One of the programshas an experimental program involving ongoing teamwork exercises; their measures will becompared with those in the regular program that does not include such an emphasis. Someprograms have had students writing reflections that include questions about the teamwork issuesencountered by the team. These different strategies will provide the conditions under whichlearning outcomes were achieved and related to various cross-disciplinary team measuresdeveloped by the research group. The correlation research design paradigm affords opportunitiesto compare outcomes associated with varied instructional design strategies and elicits practices toenhance their effectiveness at the team and program levels.This research has been funded by NSF under a CCLI Phase 2 grant.
Schaffer, S. P., & Huyck, M., & Oakes, W. C., & Gandara, D. (2011, June), Assessing Teamwork and Best Educational Practices in Diverse Multidisciplinary Programs Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/17522
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015