Neill, C. J., & DeFranco, J. F. (2011, June), Improving Team Learning in Systems Design  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18119

\bibitem{asee_peer_18119}
  Neill, C. J., \& DeFranco, J. F. (2011, June), \emph{Improving Team Learning in Systems Design}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18119

Colin J. Neill and Joanna F. DeFranco.  "Improving Team Learning in Systems Design".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18119 Internet.  07 Jan, 2025

\bibitem{asee_peer_18119}
  Colin J. Neill and Joanna F. DeFranco.
  "Improving Team Learning in Systems Design".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18119 Internet.  07 Jan, 2025

@INPROCEEDINGS{asee_peer_18119
author = "Colin J. Neill and Joanna F. DeFranco"
title = "Improving Team Learning in Systems Design"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18119}
number = {10.18260/1-2--18119}
}

TY  - CPAPER
AB  -                            Improving Team Learning in Systems Design                                   Colin J Neill and Joanna F DeFranco                                           Engineering Division                                 School of Graduate Professional Studies                                      Pennsylvania State UniversityA detailed statistical experiment to study the effect of the cognitive collaborative model (CCM)on learning has been designed. The subjects are collaboratively solving an analysis and designproblem in a graduate engineering course. In previous experiments, we showed the benefits ofthe CCM in improving engineering team performance and investigated the mechanisms thatfacilitate this improvement. The CCM is a six-stage cognitive model that takes intoconsideration the cognitive and social activities that occur during collaborative problem solvingby facilitating problem formulation, solution planning, and system design tasks duringcollaboration. While facilitating collaboration within teams has long been seen as advantageous,the CCM model prescribes tactics to employ to ensure that collaboration. In the first twoexperiments we showed the use of the CCM created a better understanding within the team of theproblem they were tackling, and thus improved the project outcomes for that team. In the thirdexperiment we sought to identify why those teams using the CCM performed better,hypothesizing that the CCM facilitates the forming of a shared, or team, mental model which hasbeen identified, in the extant literature, as a necessary factor in high-performing teams [1].In this fourth experiment, randomly assigned teams of students were presented with one of fourdesign problems. Half the teams were then exposed to the CCM while the remaining half wasnot. The effect on student learning will be measured using a five-item scale developed byEdmondson and later adapted by Nandkeolyar (2008).[1] DeFranco, J.F., Neill, C.J., Clariana, R.B., “A Cognitive Collaborative Model To Improve Performance inEngineering Teams – A Study of Team Outcomes and Mental Model Sharing”, Systems EngineeringJournal, Volume 14, No 3, 2011.[2] Nandkeolyer, A. K., “How Do Teams Learn? Shared Mental Models and Transactive Memory Systemsas Determinants of Team Learning and Effectiveness”, Dissertation – University of Iowa, 2008.
AU  - Colin J. Neill
AU  - Joanna F. DeFranco
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Improving Team Learning in Systems Design
UR  - https://peer.asee.org/18119
DO  - 10.18260/1-2--18119
ER  -