Testing the Effectiveness of a Digital Tool, Tandem, in Assessing and Supporting Inclusive and Equitable Teamwork in Engineering

测试 Tandem 数字工具在评估和支持工程领域包容性和公平团队合作方面的有效性

• 批准号: 2120252
• 负责人: Robin Fowler
• 金额: $ 30万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-15 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2120252&HistoricalAwards=false
• 关键词: Testing; Effectiveness; Digital; Tool; Tandem

This project aims to serve the national interest by improving how teamwork in introductory engineering courses is assessed and supported, with specific focus on equity and inclusion. Learning how to work effectively in a team is clearly an important goal for preparing undergraduate engineering students. However, supporting inclusive teamwork remains challenging. Marginalization on teams has been linked to aspects of students’ social identity, such as identifying as a woman or person of color. It can take a variety of forms, including ideas going unheard or being pushed into more menial tasks. Particularly in introductory courses and at large colleges and universities, engineering instructors face the additional hurdle of having many students and student teams. With these compounding factors, it is difficult for instructors, and even students themselves, to be aware in real-time when inequitable behaviors are occurring on their teams, and to know how to address them. The consequences of inequitable teams are serious, leading to inequities in mastery experiences and ultimately contributing to students leaving engineering degree programs. To address this problem, this project introduces a digital pedagogical tool, called Tandem. Tandem holds promise for disrupting inequitable team behaviors. Developed at the University of Michigan, Tandem is a multi-faceted tool for course teams that delivers tailored lessons to students about effective teamwork. The tool provides feedback to students and instructors about how teams are doing. The objective of this project is to study the effectiveness of Tandem in assessing and supporting inclusive and equitable teamwork in engineering. This project seeks to improve the diversity of students that participate in engineering as well as improve novel educational tools. Further, the project will address two components of the research agenda outlined in the National Research Council’s discipline-based education research report. This includes conducting research that: 1) seeks to understand similarities and differences between student groups that differ by, for example, gender and race/ethnicity; and 2) goes beyond assessing gains in conceptual understanding by focusing on outcomes associated with affective dimensions of learning. Using mixed method study designs, this project will address the overall objective through the following research questions: 1) In what ways can Tandem be used to observe inclusive and equitable teamwork in engineering? And 2) In what ways can Tandem be used to support more inclusive and equitable teamwork in engineering? While Tandem is currently being used across a range of courses at the University of Michigan, the scope of the project will be limited to Engineering 100, the cornerstone first-year engineering design course. Engineering 100 is a useful context in part because small differences in teamwork experiences early in a student’s college coursework can be magnified in subsequent team project experiences and because the first and second years in college are considered the most impactful in terms of retention and persistence of STEM majors. Key data sources include data from student surveys and responses to lessons collected throughout the term in Tandem, student interviews, and observations of engineering student teams during class meetings. The expected outcomes from this work include 1) generalizable knowledge about an approach to measuring teamwork competency that emphasizes inclusion and equity and fosters instructor and student awareness of inequitable team behavior, 2) improvements to survey and lesson features within Tandem that will support the ability of teams to behave inclusively, and 3) improved pedagogical practice in this engineering course context. The positive impacts of this project will be further propagated through the use of Tandem in other team-based courses at the University of Michigan as well as at other institutions. This project has transformative potential in the tailored support that Tandem can provide to instructors and students in recognizing and addressing inequitable behavior in teams and promoting conditions in which all can be successful. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.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.

该项目旨在通过改进如何评估和支持工程学入门课程中的团队合作来服务于国家利益，并特别关注公平和包容性。学习如何在团队中有效地工作显然是培养工科本科生的一个重要目标。然而，支持包容性团队合作仍然具有挑战性。在团队中被边缘化与学生的社会身份认同有关，比如认同为女性或有色人种。它可以采取多种形式，包括听不到的想法，或者被推到更卑微的任务中。特别是在入门课程和大型学院和大学中，工程讲师面临着额外的障碍，即有很多学生和学生团队。有了这些复杂的因素，教师，甚至学生本身，很难实时意识到他们团队中发生了不公平的行为，也很难知道如何解决这些问题。不公平团队的后果是严重的，导致掌握经验的不平等，并最终导致学生离开工程学学位课程。为了解决这个问题，该项目引入了一种名为Tandem的数字教学工具。Tandem承诺打破不公平的团队行为。Tandem由密歇根大学开发，是一个面向课程团队的多方面工具，为学生提供关于有效团队合作的定制课程。该工具向学生和教师提供有关团队表现的反馈。本项目的目标是研究Tandem在评估和支持工程学中包容和公平的团队合作方面的有效性。该项目旨在提高参与工程的学生的多样性，并改进新的教育工具。此外，该项目将涉及国家研究委员会以学科为基础的教育研究报告中概述的研究议程的两个组成部分。这包括进行以下研究：1)寻求了解不同学生群体之间的相似和差异，例如性别和种族/民族；2)超越评估在概念理解方面的收获，重点关注与学习的情感层面相关的结果。使用混合方法研究设计，该项目将通过以下研究问题来解决总体目标：1)如何使用TANDEM来观察工程中包容性和公平的团队合作？以及2)如何使用Tandem来支持工程中更具包容性和更公平的团队合作？虽然Tandem目前正在密歇根大学的一系列课程中使用，但该项目的范围将限于工程100，这是一门奠基石的第一年工程设计课程。工程学100是一个有用的背景，部分原因是学生在大学早期的团队合作经验的微小差异可以在随后的团队项目经验中放大，因为大学一年级和二年级被认为在STEM专业的留住和坚持不懈方面影响最大。主要数据来源包括在整个学期中收集的学生调查和对课程的回应、学生访谈和班级会议期间对工程学学生团队的观察。这项工作的预期结果包括：1)关于衡量团队合作能力的方法的概括性知识，该方法强调包容性和公平性，并培养教师和学生对不公平团队行为的意识；2)改进调查和课程特征，支持团队包容行为的能力；以及3)改进工程课程背景下的教学实践。这一项目的积极影响将通过在密歇根大学和其他机构的其他以团队为基础的课程中使用Tandem来进一步宣传。该项目具有变革的潜力，Tandem可以为教师和学生提供量身定做的支持，帮助他们认识和解决团队中的不公平行为，并促进所有人都能成功的条件。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。通过参与的学生学习路径，该计划支持有前景的实践和工具的创建、探索和实施。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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

Approaches to Evidencing Intra-Team Equity in Student Collaborative Design Decision-Making Interactions

在学生协作设计决策交互中证明团队内公平的方法

• 发表时间: 2023
• 期刊: American Society for Engineering Education
• 作者: Moffat, A. D.;Fowler, R. R.;Matz, R. L.;JaQuay, S.
• 通讯作者: JaQuay, S.

Preliminary Analyses (WIP): Patterns in Student Response to a Team Communication Intervention

初步分析（WIP）：学生对团队沟通干预的反应模式

• 发表时间: 2022
• 期刊: American Society for Engineering Education (ASEE
• 作者: Mills, M.;Fowler, R. R.;Henderson, T. S.;Matz, R. L.;Moffat, A. D.;Jeffrey, M. P.;Hayward, C.
• 通讯作者: Hayward, C.

Mixed Results for Gendered Patterns in Confidence of Team Success and Collective Efficacy

对团队成功和集体效能的信心的性别模式结果好坏参半

• 发表时间: 2022
• 期刊: American Society for Engineering Education (ASEE
• 作者: Matz, R. L.;Mills, M.;Fowler, R. R.;Hayward C.;Jeffrey, M. P.;Moffat, A. D.
• 通讯作者: Moffat, A. D.

Teammates Stabilize over Time in How They Evaluate Their Team Experiences

随着时间的推移，团队成员评估团队体验的方式会趋于稳定

• DOI: 10.1145/3506860.3506891
• 发表时间: 2022
• 期刊: LAK22: 12th International Learning Analytics and Knowledge Conference
• 作者: Matz, Rebecca L;Lee, Albert M;Fowler, Robin R;Hayward, Caitlin
• 通讯作者: Hayward, Caitlin

WIP: Identity-Based Bias in Undergraduate Peer Assessment

WIP：本科生同行评估中基于身份的偏见

• 发表时间: 2022
• 期刊: American Society for Engineering Education
• 作者: Jeffrey, M. P.;Fowler, R. R.;Mills, M.
• 通讯作者: Mills, M.