Fowler, R., & Matz, R., & Mills, M., & Moffat, A., & Jeffrey, M., & Henderson, T., & Hayward, C., & Sheffield, S. (2022, August), Preliminary analyses (WIP): Patterns in student response to a team communication intervention  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41085

\bibitem{asee_peer_41085}
  Fowler, R., \& Matz, R., \& Mills, M., \& Moffat, A., \& Jeffrey, M., \& Henderson, T., \& Hayward, C., \& Sheffield, S. (2022, August), \emph{Preliminary analyses (WIP): Patterns in student response to a team communication intervention}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41085

Robin Fowler, Rebecca Matz, Mark Mills, Andrew Moffat, Madison Jeffrey, Trevion Henderson, Caitlin Hayward, and Stephanie Sheffield.  "Preliminary analyses (WIP): Patterns in student response to a team communication intervention".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41085 Internet.  15 Dec, 2024

\bibitem{asee_peer_41085}
  Robin Fowler, Rebecca Matz, Mark Mills, Andrew Moffat, Madison Jeffrey, Trevion Henderson, Caitlin Hayward, and Stephanie Sheffield.
  "Preliminary analyses (WIP): Patterns in student response to a team communication intervention".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41085 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_41085
author = "Robin Fowler, Rebecca Matz, Mark Mills, Andrew Moffat, Madison Jeffrey, Trevion Henderson, Caitlin Hayward, and Stephanie Sheffield"
title = "Preliminary analyses (WIP): Patterns in student response to a team communication intervention"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41085}
number = {10.18260/1-2--41085}
}

TY  - CPAPER
AB  - This work-in-progress paper reports on the assessment of an intervention on team communication and decision making processes to see whether such an intervention is related to improvement in the rating of equity of idea contributions. A hierarchical linear model was fit to teamwork data from 3,721 students in 40 courses. We find that students’ reports of equitable idea sharing are actually lower after the intervention than before; we hypothesize that the decreased rating might reflect increased student awareness of inequities rather than a true decrease in equitable idea sharing. This pattern held for most gender and racial groups, with the notable exception of non-binary students, who instead reported greater idea equity post-intervention. Finally, we find that decreases in reported idea sharing were largest when students reported the intervention was “highly relevant” to their team yet “not very helpful”.
Keywords: teamwork, team communication, equity, voice safety, voice enactment
AU  - Robin Fowler
AU  - Rebecca Matz
AU  - Mark Mills
AU  - Andrew Moffat
AU  - Madison Jeffrey
AU  - Trevion Henderson
AU  - Caitlin Hayward
AU  - Stephanie Sheffield
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Preliminary analyses (WIP): Patterns in student response to a team communication intervention
UR  - https://peer.asee.org/41085
DO  - 10.18260/1-2--41085
ER  -