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/民族和学术纪律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学生群体在团队体验、学生参与和学习方面的不平等。更好地了解这些差异，为工程学和其他学科的所有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。本项目将确定如何观察这些差异，为教师提供解释这些差异的指导，并确定预防、减少和补救潜在负面结果的策略。通过研究一系列学术学科的团队组成、评分模式、团队流程和结果，团队将确定STEM学科或甚至特定工程学科独有或更普遍的模式及其对学生参与度的影响。研究人员将创建一种新的调查工具来衡量敬业度，使教师能够衡量课程层面干预的有效性，以优化他们的教学，为所有学生带来更积极和公平的团队和课程体验。研究小组将探讨学生的团队体验如何因性别、种族/民族、种族/民族与性别的交集、英语语言技能、班级水平(例如一年级学生、大四学生)和专业(包括工程学的子学科)而有所不同。该团队将首先考察来自不同群体的学生如何体验团队过程，包括任务、关系和过程冲突、心理安全、信任、凝聚力、满意度、团队生存能力(未来合作的意愿)和同行评估。这将使用通过CATME(在NSF支持下开发的系统)在17年期间从2566个机构的超过23000名讲师的180多万名独特学生那里收集的大量数据来实现。项目组将利用该系统的现有数据和能力，从大型、多机构、多学科的用户群中收集新数据。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过程中潜在的系统性人口统计或学科差异。这个项目的第二个贡献是开发和验证学生参与度的直接衡量标准，评估一再被发现重要的三个方面的参与度：身体参与、认知参与和情感参与。现有的学生参与度测量侧重于外部条件或不同的参与度概念，不能很好地考察学生的团队经历如何影响他们对教育的身体、认知和情感投入。将开发一种心理测量学上合理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。拟议工作的最后一项贡献将是研究学生参与与团队过程的关系，学生未来合作的意愿，以及对学生团队合作贡献的同行评级，以及这些关系的性质对于不同的学生群体可能有何不同。项目团队将收集新的数据来分析这些关系，利用CATME在大招生班级中使用的努力来管理这些措施。结果将提供常模参考数据，作为教师和研究人员关于团队过程中的群体差异、同伴评级和学生敬业度的知识库；以及不同人口统计群体的学生敬业度的相关性。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

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
• 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
• 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