Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
The purpose of this research paper is to explore whether participation in an interdisciplinary collaboration program partnering Preservice Teachers (PST) and Undergraduate Engineering Students (UES) results in an increase in teamwork effectiveness. The interdisciplinary collaboration was designed as a service-learning project within existing undergraduate programs that included the development and delivery of engineering content to a K-12 audience. The collaborations were integrated into existing courses in two colleges, engineering and education. The Behaviorally Anchored Rating Scale (BARS) version of the Comprehensive Assessment of Team Member Effectiveness (CATME) was used midway and at the end of the project to evaluate teamwork effectiveness. Results of the analysis indicated that both PST and UES experienced a significant increase in team-member effectiveness over the course of the project in four of the five factors: interacting with team members, keeping the team on track, expecting quality, and having relevant knowledge, skills and abilities. A noticeable positive increase in student attitudes towards the task was also observed between the midway and the end of the project. Analysis also suggests that the gain in the teamwork effectiveness did not differ across majors, with both UES and PST showing similar gains. Findings from this study provide some preliminary evidence that an innovative interdisciplinary service learning experience partnering engineering and education students, had a positive impact on their teamwork skills.
Pazos, P., & Cima, F., & Kidd, J. J., & Ringleb, S. I., & Ayala, O. M., & Gutierrez, K., & Kaipa, K. (2020, June), Enhancing Teamwork Skills Through an Engineering Service-learning Collaboration Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34577
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