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Developing an Integrated Curriculum-wide Teamwork Instructional Strategy

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Ethical Awareness and Social Responsibility in a Corporate/Team Context

Tagged Division

Liberal Education/Engineering & Society

Page Count

20

Permanent URL

https://peer.asee.org/30299

Download Count

25

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Paper Authors

biography

Natasha D. Mallette P.E. Oregon State University

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Dr. Mallette worked as a design, process and research engineer before obtaining her PhD in Chemical and Biological Engineering at Montana State University. She has five years of professional experience and almost four years of chemical engineering instructional experience, including two years at University of Wisconsin-Madison. Her current research focus is effective teamwork instruction in engineering curriculum. Her past research explored biofilms and fungal production of fuel chemicals.

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biography

Michelle Kay Bothwell Oregon State University

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Michelle Bothwell is an Associate Professor of Bioengineering at Oregon State University. Her teaching and research bridge ethics, social justice and engineering with the aim of cultivating an inclusive and socially just engineering profession.

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biography

Christine Kelly Oregon State University

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Dr. Kelly earned her BS in Chemical Engineering from the University of Arizona and her PhD in Chemical Engineering from the University of Tennessee. She served as an Assistant Professor for 6 years at Syracuse University, and has been an Associate Professor at Oregon State University in the School of Chemical, Biological and Environmental Engineering since 2004, where she also served for three and half years as the Associate Dean for Academic and Student Affairs of the College of Engineering.

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Abstract

Graduating engineering students need many technical and professional skills to be successful in their careers, including those in communication and teamwork. The School administers three undergraduate degree programs, and the curriculums have many courses, which incorporate teamwork and group activities (often multidisciplinary). However, until recently students did not receive targeted instruction in productive and inclusive teaming. To decrease student challenges with teamwork in their senior design courses and to produce competent and credible engineering graduates, we aim to incorporate teamwork knowledge and skill instruction into the curricula in a scaffolded, progressive manner. We have a unique opportunity given that our unit supports three disciplinary programs that have substantial overlapping curricula and has numerous opportunities for team activities at all course levels (first through fourth year), despite large class sizes.

As a first step to enriching the curriculum with teaming instruction, modules and activities for the senior level lab and design courses have been implemented. Using evidence-based concepts and practices, the activities were designed to be directly relevant to the course material, designed to enrich, not simply amend, course content. All efforts were based upon a conceptual framework for teamwork knowledge, skills and functionality that moves the knowledge of teamwork into the practice of teamwork. The aim is for students to develop sustained practices in communication, inclusion, self-reflection, conflict management and team norming. Here we report progress of our efforts in the senior year, including discussion of assessment data, and end with a brief view towards the longer-range goal of stretching the teaming instruction across the four-year programs.

Mallette, N. D., & Bothwell, M. K., & Kelly, C. (2018, June), Developing an Integrated Curriculum-wide Teamwork Instructional Strategy Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30299

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