Tan, L., & Wei, S., & Ohland, M. (2022, August), Work-in-Progress: Do International Peers Boost Team-Based Learning Effectiveness in Undergraduate Engineering Education?  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40963

\bibitem{asee_peer_40963}
  Tan, L., \& Wei, S., \& Ohland, M. (2022, August), \emph{Work-in-Progress: Do International Peers Boost Team-Based Learning Effectiveness in Undergraduate Engineering Education?}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40963

Li Tan, Siqing Wei, and Matthew Ohland.  "Work-in-Progress: Do International Peers Boost Team-Based Learning Effectiveness in Undergraduate Engineering Education?".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40963 Internet.  26 Apr, 2024

\bibitem{asee_peer_40963}
  Li Tan, Siqing Wei, and Matthew Ohland.
  "Work-in-Progress: Do International Peers Boost Team-Based Learning Effectiveness in Undergraduate Engineering Education?".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40963 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_40963
author = "Li Tan, Siqing Wei, and Matthew Ohland"
title = "Work-in-Progress: Do International Peers Boost Team-Based Learning Effectiveness in Undergraduate Engineering Education?"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40963}
number = {10.18260/1-2--40963}
}

TY  - CPAPER
AB  - Existing studies have underscored the importance of undergraduate student team learning in engineering education. For example, team-based learning approaches usually effectuate more favorable student learning outcomes and learning behaviors. However, there is much less evidence from the literature on how the team composition affects the learning effectiveness of student teams. In this project, we leverage first-year engineering student team data at a large, Midwestern university to evaluate the effects of team cultural compositions on team effectiveness. We define a group to be culturally diverse if the team consists of students born in different countries. First-year engineering students at this university are nominally assigned into 4-person learning groups at the beginning of the first semester using the CATME system. Within each learning group, students provide self- and peer-evaluations of each other at four different points during the semesters studied. Given the purpose of our study, we use a regression model structured to isolate variation based on the unique assignment of students to groups for identification. Eventually, we examine the effects of mixed culture team compositions on self- and peer-ratings to address our research question. Our preliminary results highlight the potential benefits of enrolling students from different countries of origin into the same learning group, in terms of boosting self- and peer-ratings. Results from our study have the potential to shed light on an effective strategy using student learning teams to facilitate team collaboration.
AU  - Li Tan
AU  - Siqing Wei
AU  - Matthew Ohland
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Work-in-Progress: Do International Peers Boost Team-Based Learning Effectiveness in Undergraduate Engineering Education?
UR  - https://peer.asee.org/40963
DO  - 10.18260/1-2--40963
ER  -