Kumi, I. K., & Ringleb, S. I., & Ayala, O. M., & Pazos, P., & Cima, F., & Kaipa, K., & Lee, M. J., & Gutierrez, K., & Kidd, J. J. (2023, June), How Does Working on an Interdisciplinary Service-Learning Project vs. a Disciplinary Design Project Affect Peer Evaluators' Teamwork Skills?  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43368

\bibitem{asee_peer_43368}
  Kumi, I. K., \& Ringleb, S. I., \& Ayala, O. M., \& Pazos, P., \& Cima, F., \& Kaipa, K., \& Lee, M. J., \& Gutierrez, K., \& Kidd, J. J. (2023, June), \emph{How Does Working on an Interdisciplinary Service-Learning Project vs. a Disciplinary Design Project Affect Peer Evaluators' Teamwork Skills?}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43368

Isaac Koduah Kumi, Stacie I Ringleb, Orlando M Ayala, Pilar Pazos, Francisco Cima, Krishnanand Kaipa, Min Jung Lee, Kristie Gutierrez, and Jennifer Jill Kidd.  "How Does Working on an Interdisciplinary Service-Learning Project vs. a Disciplinary Design Project Affect Peer Evaluators' Teamwork Skills?".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43368 Internet.  27 Apr, 2024

\bibitem{asee_peer_43368}
  Isaac Koduah Kumi, Stacie I Ringleb, Orlando M Ayala, Pilar Pazos, Francisco Cima, Krishnanand Kaipa, Min Jung Lee, Kristie Gutierrez, and Jennifer Jill Kidd.
  "How Does Working on an Interdisciplinary Service-Learning Project vs. a Disciplinary Design Project Affect Peer Evaluators' Teamwork Skills?".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43368 Internet.  27 Apr, 2024

@INPROCEEDINGS{asee_peer_43368
author = "Isaac Koduah Kumi, Stacie I Ringleb, Orlando M Ayala, Pilar Pazos, Francisco Cima, Krishnanand Kaipa, Min Jung Lee, Kristie Gutierrez, and Jennifer Jill Kidd"
title = "How Does Working on an Interdisciplinary Service-Learning Project vs. a Disciplinary Design Project Affect Peer Evaluators' Teamwork Skills?"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43368}
number = {10.18260/1-2--43368}
}

TY  - CPAPER
AB  -            Over the course of several semesters, two different project-based learning approaches were used in two undergraduate engineering courses–a 100-level introductory course that covered a general education requirement on information literacy and a 300-level fluid mechanics course. One project (treatment) was an interdisciplinary service-learning project, implemented with undergraduate engineering and education students who collaborated to develop and deliver engineering lessons to fourth and fifth-grade students in a field trip model. The other projects (comparison) involved a team-based design project contained within each class. In the 100-level course, students selected their project based on personal interests and followed the engineering design process to develop, test, and redesign a prototype. In the fluid mechanics class, students designed a pumped pipeline system for a hypothetical plant. This study aimed to determine whether participating in the interdisciplinary project affected students’ evaluation of their own and their teammates’ teamwork effectiveness skills, measured using the Behaviorally Anchored Rating Scale (BARS) version of the Comprehensive Assessment of Team Member Effectiveness(CATME). The five dimensions of CATME measured in this study are (1) contribution to the team’s work, (2) interacting with teammates, (3) keeping the team on track, (4) expecting quality, and (5) having relevant knowledge, skills, and abilities (KSAs). The quantitative data from CATME were analyzed using ANCOVA analysis. Furthermore, since data were collected over three semesters and coincided with the pre, during, and post-phases of the COVID-19 pandemic, it was possible to examine the effects of the evolving classroom constraints over the course of the pandemic on the teamwork effectiveness skills of both the treatment and comparison classes.
              Preliminary results suggest that students in the treatment classes perceived that their teammates had greater relevant knowledge, skills, and abilities than the comparison cohort. Engineering students in the treatment group also believed their team members were more capable of quality work than the engineering students in the comparison group. Moreover, preliminary results showed a significant drop in scores for expecting quality and having relevant KSA during the peak of COVID during online instruction and performance of both projects, followed by a rise in mean scores during the return to in-person classes. Reflections from available qualitative data were paired to help understand the quantitative data results further.

AU  - Isaac Koduah Kumi
AU  - Stacie I Ringleb
AU  - Orlando M Ayala
AU  - Pilar Pazos
AU  - Francisco Cima
AU  - Krishnanand Kaipa
AU  - Min Jung Lee
AU  - Kristie Gutierrez
AU  - Jennifer Jill Kidd
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - How Does Working on an Interdisciplinary Service-Learning Project vs. a Disciplinary Design Project Affect Peer Evaluators' Teamwork Skills?
UR  - https://peer.asee.org/43368
DO  - 10.18260/1-2--43368
ER  -