Characterizing Teamwork Dynamics and Computational Model-Based Reasoning in Biomedical Engineering Projects

Abasiafak Ndifreke Udosen; Alejandra J. Magana; Elsje Pienaar

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Educational Research and Methods Division (ERM) Technical Session 29
Tagged Division: Educational Research and Methods Division (ERM)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/48455

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Paper Authors

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Abasiafak Ndifreke Udosen Purdue University orcid.org/0000-0002-2421-181X

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Abasiafak Udosen is a professional Mechanical Engineer in Nigeria and a doctoral research scholar at ROCkETEd laboratory, Purdue University, United States. He earned a B.Eng in Mechanical Engineering and an M.Eng in Energy and Power Engineering both in Nigeria. Over the years he has had the privilege of teaching courses such as Thermodynamics, Measurement and Instrumentation, Engineering Metallurgy, System Design, and Quantitative research methods at the University of Nigeria, Nigeria and the University of Cape Town, South Africa. Currently, His research focus is in the field of Computing and Engineering Education where he is involved with investigating team-based computational projects using qualitative, quantitative, and artificial intelligence-based tools. He is also involved with developing and redesigning a Team-Based transdisciplinary graduate course under the Purdue University EMBRIO Innovation Hub Grant project, where He has contributed by applying computational fluid dynamics methods in the development of partial differential equation (PDE) models to implement cell cytokinesis. His ongoing Ph.D. research broadly investigates teamwork interactions and interdisciplinary learning in computational modeling and simulation projects.

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Alejandra J. Magana Purdue University orcid.org/0000-0001-6117-7502

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Alejandra J. Magana, Ph.D., is the W.C. Furnas Professor in Enterprise Excellence in the Department of Computer and Information Technology and Professor of Engineering Education at Purdue University.

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Elsje Pienaar Purdue University

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Abstract

Background: In STEM professions, teamwork is a fundamental aspect of the job. As a result, it becomes imperative for STEM graduates to possess a comprehensive set of professional skills such as communication, teamwork, leadership, and creative thinking to name a few. In this study, the focus is investigating teamwork dynamics within interdisciplinary Biomedical Engineering teams to understand and characterize the role the teamwork process plays in students' model-based reasoning activities.

Purpose: In this study, preliminary contributions are made to understanding how biomedical engineering students engage their computational model-based reasoning and team-based skills through effective collaboration and social interaction over a semester-long project in a graduate course. The research question guiding the study is: “How do biomedical engineering students engage their model-based reasoning, interdisciplinary learning, and teamwork dynamics skills when enacting computational modeling and simulation practices?”

Methods: The conceptual frameworks for this study are rooted in the cognitive-constructivist and social-constructivist theoretical perspectives. The research design adopts a mixed-method case study design approach where qualitative data is transformed and analyzed quantitatively to address the research question. The case study approach focused on the participants within a chosen team and involved a single case analysis across three modeling and simulation sessions.

Results: The qualitative findings reveal five team dynamics dependent variables and four independent modeling and simulation stages inherent in the 3-hour 180-minute-long teamwork interactions between three graduate students. The quantitative visualizations showed that the students engaged in knowledge-sharing and interdisciplinary learning events seventeen times in all three project meeting sessions.

Implications: The insights derived from this research can prove valuable in implementing effective team-based course intervention strategies that pertain to project-based modeling and simulation instruction. Students and practitioners are furnished with evidence-based outcomes endorsing the need to fully integrate comprehensive team-focused problem-solving methods in tackling complex STEM-based modeling and simulation challenges.

Citation
Format

Udosen, A. N., & Magana, A. J., & Pienaar, E. (2024, June), Characterizing Teamwork Dynamics and Computational Model-Based Reasoning in Biomedical Engineering Projects Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/48455

TY  - CPAPER
AB  - Background: In STEM professions, teamwork is a fundamental aspect of the job. As a result, it becomes imperative for STEM graduates to possess a comprehensive set of professional skills such as communication, teamwork, leadership, and creative thinking to name a few. In this study, the focus is investigating teamwork dynamics within interdisciplinary Biomedical Engineering teams to understand and characterize the role the teamwork process plays in students&#39; model-based reasoning activities.

Purpose: In this study, preliminary contributions are made to understanding how biomedical engineering students engage their computational model-based reasoning and team-based skills through effective collaboration and social interaction over a semester-long project in a graduate course. The research question guiding the study is: “How do biomedical engineering students engage their model-based reasoning, interdisciplinary learning, and teamwork dynamics skills when enacting computational modeling and simulation practices?”

Methods: The conceptual frameworks for this study are rooted in the cognitive-constructivist and social-constructivist theoretical perspectives. The research design adopts a mixed-method case study design approach where qualitative data is transformed and analyzed quantitatively to address the research question. The case study approach focused on the participants within a chosen team and involved a single case analysis across three modeling and simulation sessions.

Results: The qualitative findings reveal five team dynamics dependent variables and four independent modeling and simulation stages inherent in the 3-hour 180-minute-long teamwork interactions between three graduate students. The quantitative visualizations showed that the students engaged in knowledge-sharing and interdisciplinary learning events seventeen times in all three project meeting sessions.

Implications: The insights derived from this research can prove valuable in implementing effective team-based course intervention strategies that pertain to project-based modeling and simulation instruction. Students and practitioners are furnished with evidence-based outcomes endorsing the need to fully integrate comprehensive team-focused problem-solving methods in tackling complex STEM-based modeling and simulation challenges.

AU  - Abasiafak Ndifreke Udosen
AU  - Alejandra J. Magana
AU  - Elsje Pienaar
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Characterizing Teamwork Dynamics and Computational Model-Based Reasoning in Biomedical Engineering Projects
UR  - https://peer.asee.org/48455
ER  -