Aligning Instructional Objectives with Features of a Self-Contained Simulated Teamwork Activity for Teamwork Skill Development

这个改进本科STEM教育（IUSE）项目将开发一种新的方法来提高工程学生的团队合作技能。工程专业毕业生需要很强的团队合作能力，才能成为国家技术劳动力中富有成效的成员。然而，培养团队合作技能既困难又耗时。这个项目将进一步发展一个新颖的独立活动，能够提高一年级工程学生的团队合作能力。这项活动不贵，只需要最多三个小时的上课时间，而且可以由教师快速准备和评分。初步的试点测试表明，该活动是有效的，并增加了学生的内在动机。有效的团队合作技能，如任务协调和团队内部沟通得到提高。所从事的一系列活动将使学生们平均具有个人的团队合作技能。通过高效的活动培养团队合作技能将会形成有效的团队合作行为习惯。这些方法比简单地告诉学生如何在团队中工作更可取，这很少会产生持久的影响。这种个性化的体验将导致重要的团队合作技能的长期留存。这个项目将澄清这种团队合作发展活动的有效性，并完善该计划，以确保其他教育工作者能够轻松有效地实施。通常情况下，学生们对什么是好的团队合作并没有强烈的误解，而是对如何最好地处理团队合作的情况知之甚少或缺乏经验。南达科他州矿业学院的一个团队开发了一种交互式模拟团队合作练习，能够从建构主义的角度提高团队合作技能。通过模拟练习，降低了对失败的恐惧，消除了团队话语的压力和影响。通过参与预期的活动，学生们建立了自己的知识基础，加强和建立了良好的团队合作实践。确保构建主义方法成功的重要组成部分是协调、反思和反馈。如果活动与学习目标不一致，要么学习不会发生，要么会学到错误的概念。反思强化了所学的内容，有助于长期留存，而反思的反馈则确保了由专家验证的建构主义方法产生的想法值得留存。通过三角测量和定量评估，项目团队旨在展示该活动在全国多所大学中的有效性，并展示旨在提高学生团队合作技能的其他教育工作者对该活动的适应性和可接受性。

This Improving Undergraduate STEM Education (IUSE) project will develop a new approach to improving the teamwork skills among engineering students. Engineering graduates need strong teamwork skills to be productive members of the nation's technological workforce. However, developing teamwork skills is both difficult and time-consuming. This project will further develop a novel self-contained activity capable of improving teamwork skills among first-year engineering students. The activity is inexpensive, requires only a maximum of three hours class time, and can be prepared and graded quickly by instructors. Initial pilot testing shows that the activity is effective and increases intrinsic motivation of students. Effective teamwork skills such as task coordination and intra-team communication are improved. The array of activities pursued WILL result in students who, on average, have personally incorporated teamwork skills. Development of teamwork skills thorough efficient activities WILL result in habits of effective teamwork behavior. The methods are preferable to simply telling students how to work in teams which rarely results in lasting effects. This personalized experience WILL result in a longer-term retention of important teamwork skills. This project will clarify the effectiveness of this teamwork development activity and refine the program to ensure easy and effective implementation by other educators.Typically, students do not retain strong misconceptions regarding what is defined as good teamwork, but rather are ill informed or lack experience on how to best approach a teamwork situation. A team at the South Dakota School of Mines has developed an interactive simulated teamwork exercise capable of improving teamwork skills from a constructivist point of view. As a simulated exercise, the fear of failure is lowered and the stress and impact of team discourse is eliminated. By engaging in the activity as intended, the students build upon their own knowledge base to reinforce and establish good teamwork practices. Important components to ensure the success of the constructivist approach are alignment, reflection, and feedback. If the activity does not align with the learning goals, either learning will not happen, or wrong concepts will be learned. Reflection reinforces what is learned for longer-term retention, while feedback on reflections reassures ideas generated by a constructivist approach are validated by an expert and are worth retaining. By triangulating reflections with quantitative assessments, the project team aims to show the effectiveness of this activity in a number of universities across the country and to show the adaptability and adoptability of this activity by other educators aiming to improve the teamwork skills of their students.