Cortazar, C., & Astudillo, G. (2024, June), Encouraging Teamwork after the Pandemic  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47259

\bibitem{asee_peer_47259}
  Cortazar, C., \& Astudillo, G. (2024, June), \emph{Encouraging Teamwork after the Pandemic}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/47259

Catalina Cortazar and Gabriel Astudillo.  "Encouraging Teamwork after the Pandemic".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47259 Internet.  30 Jul, 2024

\bibitem{asee_peer_47259}
  Catalina Cortazar and Gabriel Astudillo.
  "Encouraging Teamwork after the Pandemic".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47259 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_47259
author = "Catalina Cortazar and Gabriel Astudillo"
title = "Encouraging Teamwork after the Pandemic"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47259}
}

TY  - CPAPER
AB  - Type of paper:  Work in progress (WIP).

The Accreditation Board for Engineering and Technology (ABET) proposes that one of the student outcomes that engineers must have is "an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives" [1]. Project-based learning is one of the teaching methodologies used in engineering education to promote teamwork [2; 3]. Cornerstone courses are first-year engineering design courses mostly using project-based learning methodologies [4], where students work in teams to solve real-world problems [5]. During COVID-19, students had to work remotely in teams using different platforms, such as Teams, ZOOM, and Google Drive. Today, most universities have returned to face-to-face classes. After meeting with students to discuss their projects, the faculty team realized that despite the face-to-face classes, some teams still use different technologies to do their teamwork and have never met in person outside lecture time. The faculty team has noticed a need for more empathy between team members, less engagement with the course, and a feeling of being burdened by working in teams. These observations led to our research question: How do face-to-face and remote work experiences outside classroom settings influence undergraduate students' perceptions of teamwork in the context of a cornerstone course in Engineering? This WIP explores students' perceptions regarding teamwork, considering whether they have worked face-to-face or remotely outside classes. A survey was conducted at the semester's end to understand the students' perceptions concerning teamwork, considering how their team worked. This WIP contributes to engineering education by exploring how the post-pandemic generations have challenged face-to-face teamwork and its consequences for achieving teamwork as a student outcome.
AU  - Catalina Cortazar
AU  - Gabriel Astudillo
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Encouraging Teamwork after the Pandemic
UR  - https://peer.asee.org/47259
ER  -