Matusovich, H. M., & Paretti, M. C., & Motto, A. M., & Cross, K. J. (2012, June), Understanding Faculty and Student Beliefs About Teamwork and Communication Skills  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--22151

\bibitem{asee_peer_22151}
  Matusovich, H. M., \& Paretti, M. C., \& Motto, A. M., \& Cross, K. J. (2012, June), \emph{Understanding Faculty and Student Beliefs About Teamwork and Communication Skills}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--22151

Holly M Matusovich, Marie C. Paretti, Andrea M. Motto, and Kelly J. Cross.  "Understanding Faculty and Student Beliefs About Teamwork and Communication Skills".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/22151 Internet.  24 Apr, 2024

\bibitem{asee_peer_22151}
  Holly M Matusovich, Marie C. Paretti, Andrea M. Motto, and Kelly J. Cross.
  "Understanding Faculty and Student Beliefs About Teamwork and Communication Skills".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/22151 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_22151
author = "Holly M Matusovich, Marie C. Paretti, Andrea M. Motto, and Kelly J. Cross"
title = "Understanding Faculty and Student Beliefs About Teamwork and Communication Skills"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22151}
number = {10.18260/1-2--22151}
}

TY  - CPAPER
AB  -          Understanding Faculty and Student Beliefs about Teamwork &                           Communication SkillsStrong communication and teamwork skills remain essential for engineering graduates in bothacademic and industry settings. They are considered by ABET to be key student learningoutcomes for accreditation and are consistently high on employers list of necessary skills for newhires. Despite recognition of the importance of communication and teamwork, however, gaps inteaching these skills persist. With respect to communication, despite numerous pedagogicalstudies of effective teaching approaches, relatively few engineering courses apply thoseapproaches. Teamwork suffers from both a dearth of research on effective pedagogies andlimited integration in courses. Our three-year mixed methods study grounded in motivationtheory seeks to explore faculty and student beliefs about teamwork and communication, and toclose the critical gaps between our understandings of belief and practice. The goals of this three-year project are to 1) understand faculty and student beliefs about effective practice and learningoutcomes related to communication and teamwork, 2) articulate how well student and facultybeliefs align, how well beliefs and practices align, and what supports or prevents the adoption ofeffective practice, and 3) identify and test interventions that will enhance the teaching andlearning of communication and teamwork skills in engineering courses.This paper focuses on outcomes from Phase1 of the project, which includes 45 interviews withfaculty from civil, mechanical and industrial/system engineering, and 7 focus groups withstudents in those disciplines. The findings address two key research questions: 1) What elementsof teamwork and communication skills do faculty and students believe are essential toengineering curriculum? 2) How do faculty believe they are teaching these skills, how dostudents believe they are learning these skills, and how do these belief systems differ?The findings allow us to describe the skills faculty and students value, and help delineate how,where, and when faculty and students believe these skills are being learned. Analysis of theinterview and focus group data suggests three key findings. First, engineering faculty developsyllabi and teaching strategies based upon what they value within their own professional andacademic experiences. These personal experiences guide the types of assignments, assessmentsand methods used in the courses they teach. Second, while many instructors believe they areteaching teamwork and communication skills, students report that they are learning these skillspredominantly outside the classroom in internships, extra-curricular activities, and other informallearning experiences. Third, data support the idea that motivational factors, such as faculty self-efficacy beliefs related to teaching teamwork and communication, are critical to understandingthe gaps between “best practices” and “current practices.” These outcomes will inform thedevelopment of interventions that will provide educators with both necessary knowledge andviable strategies for enacting that knowledge in the classroom.
AU  - Holly M Matusovich
AU  - Marie C. Paretti
AU  - Andrea M. Motto
AU  - Kelly J. Cross
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Understanding Faculty and Student Beliefs About Teamwork and Communication Skills
UR  - https://peer.asee.org/22151
DO  - 10.18260/1-2--22151
ER  -