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

\bibitem{asee_peer_34702}
  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), \emph{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

Margaret Carroll, James A. Coller, Laura K. Alford, Roxanne Pinsky, Charles William Schertzing, Julia T. Toye, Magel P. Su, Robin Fowler, and Sangam Munsiff.  "Gender Differences in Students’ Team Expectations and Experiences in Introductory Team-based Courses".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34702 Internet.  07 May, 2024

\bibitem{asee_peer_34702}
  Margaret Carroll, James A. Coller, Laura K. Alford, Roxanne Pinsky, Charles William Schertzing, Julia T. Toye, Magel P. Su, Robin Fowler, and Sangam Munsiff.
  "Gender Differences in Students’ Team Expectations and Experiences in Introductory Team-based Courses".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34702 Internet.  07 May, 2024

@INPROCEEDINGS{asee_peer_34702
author = "Margaret Carroll, James A. Coller, Laura K. Alford, Roxanne Pinsky, Charles William Schertzing, Julia T. Toye, Magel P. Su, Robin Fowler, and Sangam Munsiff"
title = "Gender Differences in Students’ Team Expectations and Experiences in Introductory Team-based Courses"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34702}
number = {10.18260/1-2--34702}
}

TY  - CPAPER
AB  - 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.  



[1] Linder, B., Somerville, M., Eris, Ö., & Tatar, N. (2010, October). Work in progress—Taking one for the team: Goal orientation and gender-correlated task division. In 2010 IEEE Frontiers in Education Conference (FIE) (pp. F4H-1). IEEE.
[2] Meadows, L. A., & Sekaquaptewa, D. (2013). The influence of gender stereotypes on role adoption in student teams. In Proc. 120th ASEE Annual Conf. Exposition (pp. 1-16). Washington, DC: American Society of Engineering Education.
[3] Strehl, E. A., & Fowler, R. (2019). Experimental Evidence Regarding Gendered Task Allocation on Teams. In Proc 126th ASEE Annual Conf. Exposition (pp. 1-14). Tampa, FL: American Society of Engineering Education. 
[4] Scanlon, E. (2000). How gender influences learners working collaboratively with science simulations. Learning and Instruction, 10(6), 463-481.
[5] Eggert, R., Joshi, A., Mehrotra, S., Zastavker, Y. V., & Darer, V. (2014, October). Using discourse analysis to understand" failure modes" of undergraduate engineering teams. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings (pp. 1-5). IEEE.
[6] Bohnet, I., Van Geen, A., & Bazerman, M. (2015). When performance trumps gender bias: Joint vs. separate evaluation. Management Science, 62(5), 1225-1234.
[7] Stonewall, J., Dorneich, M. C., Rongerude, J., & Dorius, C. (2018, April). A Review of Bias in Peer Assessment. In Collaborative Network for Engineering and Computing Diversity (CoNECD) Conference, Crystal City, VA.
[8] Main, J. B., & Sanchez-Pena, M. (2015, October). Student evaluations of team members: Is there gender bias?. In 2015 IEEE Frontiers in Education Conference (FIE) (pp. 1-6). IEEE.
[9] Ostafichuk, P. M., d’Entremont, A., Shirzad, N., & Sibley, J. Gender and Personality Type Influence in Peer Evaluation. In Proc. of ASEE 2015 Conf (pp. 15-17).
[10] Fowler, R. Demographic effects on student-reported satisfaction with teams and teammates in a first-year, team-based, problem-based course. In Proc. of ASEE 2016 Conf.


AU  - Margaret Carroll
AU  - James A. Coller
AU  - Laura K. Alford
AU  - Roxanne Pinsky
AU  - Charles William Schertzing
AU  - Julia T. Toye
AU  - Magel P. Su
AU  - Robin Fowler
AU  - Sangam Munsiff
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Gender Differences in Students’ Team Expectations and Experiences in Introductory Team-based Courses
UR  - https://peer.asee.org/34702
DO  - 10.18260/1-2--34702
ER  -