Lescott, C., & Tevaarwerk, E. (2022, August), Increasing Students’ Group Processing Ability in a First-Year Engineering Design Course Through Scaffolded Team Reflection Exercises  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40466

\bibitem{asee_peer_40466}
  Lescott, C., \& Tevaarwerk, E. (2022, August), \emph{Increasing Students’ Group Processing Ability in a First-Year Engineering Design Course Through Scaffolded Team Reflection Exercises}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40466

Chamille Lescott and Emma Tevaarwerk.  "Increasing Students’ Group Processing Ability in a First-Year Engineering Design Course Through Scaffolded Team Reflection Exercises".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40466 Internet.  15 Dec, 2024

\bibitem{asee_peer_40466}
  Chamille Lescott and Emma Tevaarwerk.
  "Increasing Students’ Group Processing Ability in a First-Year Engineering Design Course Through Scaffolded Team Reflection Exercises".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40466 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_40466
author = "Chamille Lescott and Emma Tevaarwerk"
title = "Increasing Students’ Group Processing Ability in a First-Year Engineering Design Course Through Scaffolded Team Reflection Exercises"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40466}
number = {10.18260/1-2--40466}
}

TY  - CPAPER
AB  - This paper discusses the challenges associated with improving the functioning of first-year engineering teams while proposing a means to enhance the implementation of team reflection exercises for future student groups. Through a pilot study, we implemented scaffolded team reflection exercises to improve the functioning of student teams. We found that while students self-reported improvements to team function after implementing these exercises, the instructors still played a significant role in managing team functioning. Additionally, lack of student buy-in for the activities, especially from teams with the greatest challenges, may have limited the usefulness of the exercises for some groups. Despite these challenges, student responses suggest that student teams demonstrated signs of effective group processing during the course. Thus, the exercises may serve as a framework for encouraging effective communication in other first-year student teams. 
AU  - Chamille Lescott
AU  - Emma Tevaarwerk
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Increasing Students’ Group Processing Ability in a First-Year Engineering Design Course Through Scaffolded Team Reflection Exercises
UR  - https://peer.asee.org/40466
DO  - 10.18260/1-2--40466
ER  -