Developing an Integrated Curriculum-wide Teamwork Instructional Strategy

Board 143: Re-Situating the Professional Formation of Engineering Identity

“…For example, a commonly expressed theme in the focus groups was the relative sense of gender parity in our engineering programs, but participants across the board consistently shared experiences of gendered microaggressions. Taken together, these results support our efforts to promote inclusive teaming practices and efforts to make School climate more inclusive [11]. Administering the climate survey annually to all undergraduates will allow both cross-sectional and longitudinal analyses, supporting a tracking of the impacts of specific changes to School-wide practices.…”

Work in Progress: Progress of the NSF RED Revolution

“…Simultaneously, the School is working to bring about change through establishing a culture of inclusion and a shift in student learning environments from highly sequestered activities to more realistic and consequential work that is more typical of the engineering workplace. In this third year of project work at OSU the focus is on: (1) broadened faculty training and engagement in implementation of curricular redesign in a number of studio classes to include more realistic, consequential work via the pedagogy of model-eliciting activities [24]; (2) establishing a faculty and staff professional learning community focused on issues of equity and inclusivity, including best practices for inclusive teaming in our courses [25];…”

Practitioner Learning Community: Design of Instructional Content, Pedagogy, and Assessment Metrics for Inclusive and Socially Just Teaming Practices

“…In addition to the modules described above, early-stage, functional teaming curricula (e.g., team norming, conflict management, effective team communication, and team roles) evolved from conversations in the PLC. These modules were piloted in senior laboratory and design sequences (Mallette, Bothwell, & Kelly, 2018), courses that have significant team components, where weekly-and term-projects are completed by student teams of three. The students were provided with teaming tools and instruction to enable them to engage in successful teaming practices.…”