Track 2: Assessing Student Satisfaction and Engagement in Teams (ASSET): An Empirical Review and Scale Development

轨道 2：评估学生的满意度和团队参与度 (ASSET)：实证审查和量表开发

• 批准号: 2227258
• 负责人: Matthew Ohland
• 金额: $ 49.02万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2025-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2227258&HistoricalAwards=false
• 关键词: Track; Assessing; Student; Satisfaction; Engagement

Prior research suggests that group differences, such as gender, race/ethnicity, and academic discipline influence the way that students perceive course interactions such as teamwork. These differences may lead to inequities in team experiences, student engagement, and learning for different groups of students. It is helpful to the aims of NSF’s Broadening Participation in Engineering program, to the field of engineering, and to society as a whole to better understand these differences to provide better learning experiences for all students in engineering and other disciplines. This project will identify how these differences may be observed, provide instructors guidance in interpreting those differences, and identify strategies to prevent, reduce, and remediate potential negative outcomes. By studying team composition, rating patterns, and team processes and outcomes across a range of academic disciplines, the team will identify patterns that are unique to, or more prevalent in, STEM disciplines or even specific engineering disciplines and their impact on student engagement. Researchers will create a new survey instrument to measure engagement that will enable faculty to measure the effectiveness of course-level interventions to optimize their teaching resulting in more positive and equitable team and course experiences for all students. It will also allow instructors to identify and assist students who are less engaged or having poor team experiences.The research team will explore how students’ team experiences may differ based on gender, race/ethnicity, and the intersection of race/ethnicity and gender, English language skills, class level (e.g. first-year students, seniors), and major (including sub-disciplines in engineering). The team will begin by examining how students from different groups experience team processes including task, relationship, and process conflict, psychological safety, trust, cohesion, satisfaction, team viability (willingness to work together in the future), and peer evaluations. This will be accomplished using a large volume of data collected through CATME (a system developed with NSF support) over a 17-year period from over 1.8 million unique students of over 23,000 instructors at 2,566 institutions. The project team will leverage the system’s existing data and ability to collect new data from a large, multi-institutional, multidisciplinary user base. This will enable us to examine potential systematic demographic or disciplinary differences in how different groups of students experience team work and team processes. A second contribution of this project is to develop and validate a direct measure of student engagement that assesses the three aspects of engagement that have been repeatedly found to matter: physical, cognitive, and affective. Existing measures of student engagement that focus on external conditions or alternate conceptualizations of engagement are not well-suited to examine how students’ team experiences affect their physical, cognitive, and affective engagement with their education. A psychometrically sound measure of student engagement will be developed that will be useful in studying the impact of pedagogical innovations, including innovations addressing teamwork. A final contribution of the proposed work will be to examine how student engagement is related to team processes, students’ willingness to work together in the future, and peer ratings of students’ teamwork contributions, as well as how the nature of those relationships may vary for different groups of students. The project team will collect new data to analyze these relationships, leveraging the efforts of CATME’s use in large-enrollment classes to administer the measures. The results will provide norm-referenced data to serve as a knowledge base for instructors and researchers about group differences in team processes, peer ratings, and student engagement; and the correlates of student engagement for different demographic groups.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

先前的研究表明，性别、种族/民族和学科等群体差异会影响学生对团队合作等课程互动的看法，这些差异可能会导致不同群体的学生在团队体验、学生参与度和学习方面的不平等。更好地理解这些差异，为所有工程和其他学科的学生提供更好的学习体验，有助于实现 NSF 扩大工程参与计划的目标，有助于工程领域和整个社会。这些差异如何可能观察，为教师解释这些差异提供指导，并确定预防、减少和补救潜在负面结果的策略。通过研究跨学科的团队组成、评分模式以及团队流程和结果，团队将识别模式。研究人员将创建一种新的调查工具来衡量参与度，使教师能够衡量课程级别干预措施的有效性，以优化他们的学生参与度。教学带来更加积极和公平的团队和课程它还将使教师能够识别和帮助那些参与度较低或团队经验较差的学生。研究团队将探讨学生的团队经验如何因性别、种族/民族和种族交叉而有所不同。 /种族和性别、英语语言技能、班级水平（例如一年级学生、高年级学生）和专业（包括工程子学科）团队将首先检查来自不同群体的学生如何体验团队流程，包括任务、关系。 ，以及过程冲突，心理安全性、信任、凝聚力、满意度、团队活力（未来合作的意愿）和同行评估将通过 CATME（在 NSF 支持下开发的系统）历时 17 年收集的大量数据来实现。该项目团队将利用该系统的现有数据和从大型、多机构收集新数据的能力。这将使我们能够检查不同学生群体如何体验团队合作和团队流程方面潜在的系统性人口或学科差异，该项目的第二个贡献是开发和验证评估这三者的学生参与度的直接衡量标准。反复发现参与度的重要方面：身体、认知和情感，现有的学生参与度衡量标准侧重于外部条件或参与度的替代概念，不太适合研究学生的团队体验如何影响他们的身体、认知。 ，以及对教育的情感参与。将开发一种心理测量学上的学生参与度测量方法，这将有助于研究教学创新的影响，包括解决团队合作的创新。拟议工作的最终贡献将是研究学生参与度与团队流程、学生意愿之间的关系。未来一起工作的情况、学生团队合作贡献的同行评分，以及这些关系的性质如何因不同学生群体而变化。项目团队将利用 CATME 的努力收集新数据来分析这些关系。使用于结果将提供规范参考数据，作为教师和研究人员了解团队流程、同伴评分和学生参与度以及不同人口统计学生参与度的相关性的知识库；该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

WIP: Predicting Psychological Safety by Individual and Team-Level Factors across Engineering Project Life Span Using Multilevel Models of Change

WIP：使用多级变革模型通过工程项目生命周期中的个人和团队层面因素预测心理安全

• DOI: 10.1109/fie56618.2022.9962542
• 发表时间: 2022-10
• 期刊: IEEE/ASEE Frontiers in Education Conference
• 作者: Wei, Siqing;Ohland, Matthew M.
• 通讯作者: Ohland, Matthew M.

The effect of the emergency shift to virtual instruction on student team dynamics

紧急转向虚拟教学对学生团队动力的影响

• DOI: 10.1080/03043797.2023.2217422
• 发表时间: 2023-06
• 期刊: European Journal of Engineering Education
• 影响因子: 2.3
• 作者: Wei, Siqing;Tan, Li;Zhang, Yiyao;Ohland, Matthew
• 通讯作者: Ohland, Matthew