Best Practices Involving Teamwork in the Classroom: Results From a Survey of 6435 Engineering Student Respondents

Oakley, Barbara; Hanna, Darrin M.; Kuzmyn, Z.; Felder, Richard M.

doi:10.1109/te.2007.901982

Cited by 111 publications

(84 citation statements)

References 8 publications

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“…These results are consistent with Oakley et al (2007) and Mead et al (2005) who found that slacker teammates are among the most commonly reported team problems. After slacker teammates, limited learning opportunities and then domineering teammates were the most common problems encountered.…”

Section: Introductionsupporting

confidence: 92%

“…The first three situations were selected because-consistent with prior research (Natishan, Schmit & Mead, 2000;Oakley et al, 2007)-students in their interviews frequently mentioned problems with non-participating or domineering team members, or with teammates who were excluding. Such problems often had concrete implications for students' grades as well as less directly observable consequences for their learning, self-efficacy and sense of belonging.…”

Section: Introductionmentioning

confidence: 99%

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Teamwork in Engineering Undergraduate Classes: What Problems Do Students experience?

Wolfe

Powell

Schlisserman³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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While teamwork is commonly integrated into engineering programs, it often discourages women and minorities. The purpose of the current research is to better understand what teamwork problems women and minorities most frequently encounter and the resources they currently have for solving these problems. The researchers report findings from a two-part study. In Part I, 677 engineering undergraduates at three different universities responded to a survey asking to what extent they had experienced different types of team problems in their STEM classes in the past year. 85% of participants reported they had at least one problem, the most common being a "slacker teammate." Additionally, women were significantly more likely than men to report problems with feeling like they experienced limited learning because of their role on the team, and both women and under-represented minorities were significantly more likely than other groups to report being excluded from the main work of the team and having a domineering teammate.To complement and further illuminate the survey results, Part II describes interviews with 63 undergraduates from seven different universities, where the researchers asked participants about problems they encountered during their engineering curriculum and to comment on problem scenarios. Findings suggest that students often lack resources for effectively solving team problems, though "high achieving" students, defined as having a self-reported GPA of 3.5 or above, are often more proactive when dealing with slacker teammates, using strategies such as setting early deadlines or selecting teammates known also to be high achievers. However, across the board, students preferred to "do nothing" when dealing with domineering or exclusionary teammates.These findings shed light on the disproportionate burden women and under-represented minorities face in team projects and the lack of resources students have, pointing to a need for interventions to teach problem-solving skills.

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Section: Introductionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Teamwork in Engineering Undergraduate Classes: What Problems Do Students experience?

Wolfe

Powell

Schlisserman³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

show abstract

“…Moreover, the criteria for group composition that produce different social interaction outcomes were identified [4]. In 2007 according Barbara A. Oakley et al assigning work to student teams can lead to learning benefits and student satisfaction, provided that the instructor pays attention to how the teams and the assignments are set up [2]. In 2008 comparing different data mining methods and techniques for classifying students based on their Moodle usage data and the final marks obtained in their respective courses Cristóbal Romero et al developed a specific mining tool for making the configuration and execution of data mining techniques easier to discover potential student groups with similar characteristics.…”

Section: Student Groupingmentioning

confidence: 99%

“…The literature survey indicates many researches that covers the in-classroom grouping issues which uses Collaborative environments, Online reports, assignment as methodologies [4], [2].also some systems used advanced data mining methodologies [3], [13], [14].then to measure the student"s performance many researches have used systematic approaches based on student GPA [10], [11]. For the good predictive accuracy there were few researches which used decision tree algorithms and data mining [8], [1] and [15].…”

Section: Research Gapmentioning

confidence: 99%

Sisu Manthalawa: Guiding Students towards a Better Future

Thelis¹,

Jayatunge²,

Kumarapeli³

et al. 2016

IJCA

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Learning one"s own strengths and weaknesses is essential when making important life decisions; especially for students that are obliged to make decisions about what path they are to persuade leading them to a carrier path without regret. Today most of the students do not have a proper understanding of their own talents, abilities or how they can accomplish their future goals. The system mentioned in this research paper provides a solution by helping grade 10 and 11 local students to learn about their own strengths and weaknesses thus guiding them when making important decisions about what paths to follow in the future and what aspect they need to improve on. Students" past performances, logical thinking and other attributes were taken into consideration to provide an accurate and comprehensible output depicting their weaknesses and strengths. Moreover, the output was analysed and used to aid teachers when dividing student groups inside the classroom for cooperative group activities. An intelligent system driven by algorithms to support logical and cooperative grouping strategies that uses statistical analysis and output analysis along with an online quiz for students to learn their logical thinking skills were used to produce the expected output. Information about extracurricular activities were collected from a selected group of 50 students using a questionnaire that had being analysed by the research group. Patterns of students" scoring were analysed to predict the score the same student would gain in the future using data mining methods and tools. Sisu Manthalawa is a web application that can help the local students to make decisions thus helping them stride towards a better future.

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“…The results indicated that, "Relative to the students who only worked individually, the students who worked in teams were significantly more likely to agree that the course had achieved its stated learning objectives" 20 . Working in groups allows students to collaborate and work through common issues, and results in building a support network that motivates them to succeed.…”

Section: Literature Review Of Circuits and Instrumentation Course Promentioning

confidence: 99%

Embedding Engineering Design in a Circuits and Instrumentation Course

Nagel

Holland

Groener

2015 ASEE Annual Conference and Exposition Proceedings

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is an Assistant Professor in the Department of Engineering at James Madison University. She has eight years of diversified engineering design experience, both in academia and industry, and has experienced engineering design in a range of contexts, including product design, bio-inspired design, electrical and control system design, manufacturing system design, and design for the factory floor. Dr. Nagel earned her Ph.D. in mechanical engineering from Oregon State University and her M.S. and B.S. in manufacturing engineering and electrical engineering, respectively, from the Missouri University of Science and Technology. Dr. Nagel's long-term goal is to drive engineering innovation by applying her multidisciplinary engineering expertise to instrumentation and manufacturing challenges. Embedding Engineering Design in a Circuits and Instrumentation Course AbstractThe junior level circuits and instrumentation course at James Madison University is a 4-credit course with three lectures and one laboratory each week. Fundamentals of DC and AC circuit analysis are covered along with instrumentation topics. The laboratory portion of the course reinforces the concepts learned in lecture and assignments while building skills in circuit prototyping and measurement. Lab exercises have traditionally been a time when students follow a given procedure, collect data, and interpret the data. The highly structured experience often leads to students focusing on the procedure and not fully thinking through the concepts being covered. To encourage a deeper understanding of course concepts and how they translate to physical systems, two open-ended design projects were offered in place of structured labs in the most recent offering the circuits and instrumentation course.The design projects are undirected experiences that build on the directed experiences in the lecture and lab. Students are challenged to work in teams of four to design, build, test a specific type of circuit. Project one focused on a calibrated instrument that reported the weight of a sample using a strain gage. Project two focused on the design of an analog filtering circuit. No instruction is provided for the projects, rather, a set of design requirements, timetable, and supplemental materials (e.g., data sheets, vendor design briefs, past labs relevant to the design requirements) are given. Students were required to synthesize multiple weeks of course content into a single design project. This paper reports on our observations and findings for embedding design experiences into a circuits and instrumentation course, as well as descriptions of the design projects. Qualitative and quantitative assessment of student perceptions of learning achieved through the projects was performed using surveys and reflections.

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Best Practices Involving Teamwork in the Classroom: Results From a Survey of 6435 Engineering Student Respondents

Cited by 111 publications

References 8 publications

Teamwork in Engineering Undergraduate Classes: What Problems Do Students experience?

Teamwork in Engineering Undergraduate Classes: What Problems Do Students experience?

Sisu Manthalawa: Guiding Students towards a Better Future

Embedding Engineering Design in a Circuits and Instrumentation Course

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