PGE/RES: Enhancing Women's Experiences with Teamwork in Technical Writing and Computing Environments

PGE/RES：增强女性在技术写作和计算环境中的团队合作经验

• 批准号: 0225186
• 负责人: Joanna Wolfe
• 金额: --
• 依托单位: University of Louisville Research Foundation Inc
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-01-01 至 2007-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0225186&HistoricalAwards=false
• 关键词: PGE; RES; Enhancing; Women; Experiences

The University of Louisville will examine the experiences of over 400 students working on team projects in scientific and technical writing and computer science classes over three semesters. The results of this study should provide technical writing and computer science instructors and researchers with new insights into the different communication styles and values of male and female students, new information about differences in the epistemological styles of men and women and how these affect teamwork experiences, empirical data on the effectiveness of a variety of workshop interventions for improving teamwork experiences, and extensively-tested materials suitable for inclusion in a textbook or CD-ROM on teamwork.Teamwork and collaboration are often proposed as ways to augment the experiences of female students in SMET disciplines. However, in practice, women frequently have negative experiences with team projects that leave them feeling even more alienated than before. Men and women often conflict over their preferences for different types of communication and problem-solving styles, and these conflicts often result in women's silence and frustration. Such silence is harmful not only because women lose out on opportunities to contribute to the project, but also because their silence is often perceived by others as insecurity over their technical competence.In the first research phase, six to ten teams working on technically-oriented writing projects will be observed in detail. Data collection will consist of field notes, video recordings, and written documents. In addition, students will complete questionnaires assessing their attitudes towards teamwork and their favored epistemological styles (i.e., attitudes toward knowledge and authority). Relationships have been found between gender, the ability to manage conflict, and epistemological styles. Team interactions will be transcribed and analyzed for quantity of interaction, interruptions, roles played by different individuals, reactions to different types of conversational interchanges, and different approaches to problem-solving. These analyses will be compared against the questionnaire data to assess how communication, problem-solving, and knowledge styles can affect men and women's experiences in teams.The next phase of the project will draw upon these taped interactions to produce materials that will be used in workshops designed to enhance the team experience. Four different workshops will be compared for effectiveness: (1) analyzing tapes of team interactions; (2) analyzing transcripts of team interactions; (3) analyzing tapes of team interactions followed by role-playing activities; (4) listening to a lecture. It is hypothesized that analyzing the annotated transcripts of team interactions will be the most effective workshop intervention and the lecture will be the least effective.

路易斯维尔大学将考察400多名学生在三个学期的科技写作和计算机科学课程中进行团队项目的经验。 本研究的结果应提供技术写作和计算机科学教师和研究人员的新见解不同的沟通风格和价值观的男性和女性的学生，新的信息差异的认识论风格的男性和女性，以及这些如何影响团队合作的经验，经验数据的有效性的各种讲习班干预措施，以改善团队合作的经验，和经过广泛测试的材料，适合列入关于团队合作的教科书或光盘。然而，在实践中，妇女在团队项目中经常有负面的经历，这使她们感到比以前更疏远。男子和妇女经常因他们对不同类型的沟通和解决问题方式的偏好而发生冲突，这些冲突往往导致妇女的沉默和沮丧。这种沉默是有害的，不仅因为女性失去了为项目做出贡献的机会，而且因为她们的沉默往往被其他人视为对自己技术能力的不安全感。在第一阶段的研究中，将详细观察六到十个从事技术导向写作项目的团队。数据收集将包括现场记录、视频记录和书面文件。此外，学生将完成问卷调查，评估他们对团队合作的态度和他们喜欢的认识论风格（即，对知识和权威的态度）。人们发现性别、管理冲突的能力和认识论风格之间存在关系。团队互动将被转录和分析的互动量，中断，由不同的个人扮演的角色，对不同类型的对话交流的反应，以及解决问题的不同方法。这些分析将与问卷数据进行比较，以评估沟通、解决问题和知识风格如何影响男性和女性在团队中的经验，该项目的下一阶段将利用这些录音互动制作材料，用于旨在增强团队经验的研讨会。四个不同的研讨会的有效性进行比较：（1）分析团队互动的磁带;（2）分析团队互动的成绩单;（3）分析团队互动的磁带，然后进行角色扮演活动;（4）听讲座。据推测，分析团队互动的注释成绩单将是最有效的研讨会干预和讲座将是最有效的。