Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Keywords: team-based learning, team expectations, gender differences, team experiences, team behaviors This paper is student-led engineering education research on gender differences in student responses to experience working on teams in an introductory engineering course. We are past and present teaching assistants for a team-based, project-based introductory engineering course at a large midwestern research university. We strive to create and maintain an equitable and inclusive environment so that our diverse students can succeed. We regularly assess our students’ perceptions of their team experience, but we are aware that some social groups can be at a disadvantage when it comes to teamwork. We chose to look at gender in this particular project. There are many examples in the engineering education literature of teamwork being particularly fraught for women. Specifically, women sometimes end up completing less technical work and more project management work [1-3]; they are sometimes spoken over in conversations [4,5]; and they are sometimes evaluated by themselves and their peers according to different standards than their male peers [6-10]. For our assessment of students’ team experiences, we rely on an online team support tool hosted by our institution. To better use this tool and provide more inclusive support for our teams, we want to investigate the effects of gender on student reporting of team experiences. Our research questions are: Is there a main effect of gender on student responses to questions on task orientation, work preferences, and concerns about teamwork as assessed at the beginning of the term and at the end of the term? Is there a main effect of gender on self-reported and peer-reported teamwork behaviors in the class as assessed at the midpoint of the term and at the end of the term? Our data set is gathered by the online team support tool hosted by our institution and is approved under [IRB # REDACTED]. Our primary data set is from two semesters of a team-based, project-based introductory engineering course (N = ~120); for context, we will compare the responses in this data set to the responses from an introductory business course (N = ~600). The results and analysis will be presented in this paper.
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Carroll, M., & Coller, J. A., & Alford, L. K., & Pinsky, R., & Schertzing, C. W., & Toye, J. T., & Su, M. P., & Fowler, R., & Munsiff, S. (2020, June), Gender Differences in Students’ Team Expectations and Experiences in Introductory Team-based Courses Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34702
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