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Supporting Equitable Team Experiences Using Tandem, an Online Assessment and Learning Tool

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

For Students to Know and Grow

Tagged Divisions

Equity and Culture & Social Justice in Education

Tagged Topic

Diversity

Page Count

10

Permanent URL

https://peer.asee.org/37787

Download Count

59

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Paper Authors

biography

Robin Fowler University of Michigan

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Robin Fowler is a lecturer in the Program in Technical Communication at the University of Michigan. She enjoys serving as a "communication coach" to students throughout the curriculum, and she's especially excited to work with first year and senior students, as well as engineering project teams, as they navigate the more open-ended communication decisions involved in describing the products of open-ended design scenarios. She is one of the faculty co-innovators behind Tandem.

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Laura K. Alford University of Michigan

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Laura K. Alford is a Lecturer and Research Investigator at the University of Michigan. She researches ways to use data-informed analysis of students' performance and perceptions of classroom environment to support DEI-based curricula improvements.

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Stephanie Sheffield University of Michigan

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Dr. Sheffield is a Lecturer in Technical Communication in the College of Engineering at the University of Michigan.

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Caitlin Hayward University of Michigan

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Caitlin Hayward is the Associate Director for Research and Development at the Center for Academic Innovation at the University of Michigan. She manages the research and development portfolio at Academic Innovation, with a focus on ensuring that our projects are taking advantage of the vast amount of data available to them to inform design, iteration, and prioritization. In her role, she manages the data science, user experience and market research, and educational research teams, and provides data analysis, research design, and creative problem-solving to initiatives at all stages across Academic Innovation.

Prior to her role at the Center for Academic Innovation, Cait co-founded and led the development of the GradeCraft platform. In parallel to developing GradeCraft, she completed her PhD in Information Science, with a focus on learning analytics, the theoretical foundations of gameful pedagogy, and novel educational technologies.

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Trevion S. Henderson University of Michigan

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Trevion Henderson is a doctoral student in the Center for Higher and Postsecondary Education (CSHPE) at the University of Michigan. He recently earned his master's degree in Higher Education and Student Affairs at The Ohio State University while serving as a graduate research associate with the Center for Higher Education Enterprise. Trevion also hold's a Bachelor's degree in Computer Science and Engineering from The Ohio State University, where he served as a research assistant in the College of Education and Human Ecology Center for Inclusion, Diversity, and Academic Success.

Trevion's research interests center on three foci in Engineering Education: pedagogical strategies, practices and policies that broaden minority participation, and curricular design for meeting workforce and industry needs.

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Rebecca L. Matz University of Michigan Orcid 16x16 orcid.org/0000-0002-8220-7720

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Becky Matz is a Research Scientist on the Research and Development team at the Center for Academic Innovation at the University of Michigan. She directs and supports research projects across Academic Innovation’s portfolio of educational technologies and online learning experiences. Prior to joining Academic Innovation, she focused on STEM education assessment and research, connecting faculty with data, and developing interdisciplinary activities for introductory chemistry and biology courses at Michigan State University. Becky earned her Ph.D. in Chemistry and M.S. in Educational Studies from the University of Michigan.

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Abstract

This paper provides an overview of the design and implementation of an educational tool, Tandem, designed to support student teams. As attendees will know, teamwork pedagogy has the potential to be incredibly powerful, increasing student motivation and providing a more authentic context for the learning of core professional skills associated with engineering, such as communication and teamwork. However, attendees will also be familiar with research findings of both explicit sexism and racism as well as more systemic patterns in how identity shapes experiences in engineering, perhaps especially in teamwork. This paper discusses the tool itself, our goals for its further development, and ethical questions we have encountered while working to help design this teamwork support tool to detect and push back against systemic inequities in teamwork experiences.

Fowler, R., & Alford, L. K., & Sheffield, S., & Hayward, C., & Henderson, T. S., & Matz, R. L. (2021, July), Supporting Equitable Team Experiences Using Tandem, an Online Assessment and Learning Tool Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37787

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