June 26, 2011
June 26, 2011
June 29, 2011
22.1410.1 - 22.1410.15
Team Building in a Project-based Learning CourseImplementing Project-based Learning sounds like a good idea as students will work in teamssimilar to what they might find in industry. However, we find that organizing the class intoteams and assigning a project task is a small part of what needs to happen for those teams tofunction properly. Typically teams have considerable issues in terms of interpersonal relation-ships, schedule miss-matches, distribution of labor, and sharing leadership responsibilities. In arecent implementation we asked students to use a team-centered website developed for integrateddesign course assessment and learning. The process begins with joint development of a teamcontract followed by team citizenship assessments for formative improvement of the team proc-ess during the semester. Finally a summative aspect is added in which team members rate eachother on their contributions and achievements. The website provides the instructor a listing ofteam comments that affords ample opportunity for assessing team development. We find by useof the website that students who typically overwork to accomplish tasks left undone by othersnow begin to challenge others and encourage them to reach a higher potential. Student com-ments reveal incidents where a person was willing to sacrifice a higher grade they may haveachieved if they did all the work in order to help others obtain higher levels of achievements anda higher average team grade. In this paper we will document our past experiences and shortcom-ings of team processes and demonstrate how use of a team-training website adds significantbenefit to the team experience.
Van Wie, B. J., & Davis, D. C., & Golter, P. B., & Ansery, A., & Abdul, B. (2011, June), Team Building in a Project-Based Learning Course Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18385
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