Marie C. Paretti mparetti@vt.edu What Do Faculty Teach and What Do Students Learn: Studies of Teamwork in Engineering Marie C. Paretti mparetti@vt.edu

Design and Project-based Learning Communication Identity Construction and impact of gender, race, class Learning to communicate Expert/novice communication Design and Project-based Learning Practics of engineers and engineering students

Studying Team Experiences Capstone Design Practices Research Focus Practices of Expert Faculty Method Sequential Mixed method Summary Nat’l survey; 42 faculty interviews; 5 case studies

Studying Team Experiences Capstone Design Practices Faculty & Student Beliefs Research Focus Practices of Expert Faculty Barriers to teaching teamwork Method Sequential Mixed method Multi-Case Study Summary Nat’l survey; 42 faculty interviews; 5 case studies Faculty & Student in ME, CE, IE at 5 schools

Studying Team Experiences Capstone Design Practices Faculty & Student Beliefs African-American Student Experiences Research Focus Practices of Expert Faculty Barriers to teaching teamwork Experiences of African-American students at PWIs Method Sequential Mixed method Multi-Case Study Phenomenology Summary Nat’l survey; 42 faculty interviews; 5 case studies Faculty & Student in ME, CE, IE at 5 schools 18 students, all years & majors, 1 school

Studying Capstone Design Courses Phase 1: National Survey of Capstone Faculty Phase 2: - Interviews with 42 Capstone Faculty - Surveys of Capstone Students Phase 3: Case Studies of 5 Courses Direct email to capstone faculty in ABET-accredited programs Survey development: Constructs from literature, pilot testing, factor analysis Stratified sampling by discipline and expertise Interview development: Critical incident technique to elicit expertise Intentional sampling by interview outcomes and snowball sampling Observation and interview protocols from results of Phases 1 & 2 This material is based upon work supported by the National Science Foundation under Grant No. 0846605. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Findings: Faculty Practices Role Modeling Coaching leads to facilitates supported by provides opportunity for to establish requires additional using Acceptance/ Confirmation Exposure/ Visibility Challenging Assignments Employability/ Sponsorship Protection Rapport Counseling Psychosocial functions Career functions Pembridge, J. J. (2011). Mentoring in Engineering Capstone Design Courses: Beliefs and Practices across Disciplines. (Ph.D. Doctoral Dissertation), Virginia Polytechnic Institute and State University, Blacksburg, VA.

Findings: Dealing with Conflicts Teaming Issue Intervention Target Design Decision Whole Team Workload Imbalance "Problem" Team Member Capability Deficiency Personality Conflict Team Leader/Manager Miscommunication Paretti, M. C., Pembridge, J. J., Brozina, S.*, Lutz, B. D.*, & Phanthanousy, J.* (2013). Mentoring team conflicts in capstone design: problems and solutions. Proceedings of the American Society for Engineering Education Annual Conference and Exposition, USA.

Findings: Student Learning Capstone Design Outcomes Self-Directed Learning Teamwork Project Management Engineering Identity Design Knowledge Connections to Real-World Lutz, B. D.,* Ekoniak, M. R.,* Paretti, M. C., & Smith, C. S.* (2015). Student perspectives on capstone design learning. Proceedings of the American Society for Engineering Education Annual Conference and Exposition, USA, 26.1425.1 - 26.1425.12, doi: 10.18260/p.24762

Barriers to Faculty Teaching Faculty & Student Interviews Student Surveys Workshops Returned to 2 sites to present findings and address barriers Built survey from interview data + self-efficacy Worked with site coordinators to distribute Purposive Sampling: Site selection Majors Years Artifact-based Interviews This material is based upon work supported by the National Science Foundation under Grant No. 1025189. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Findings: Teaching Practices Strategies & Activities for Teaching (n = 50) Teamwork: # of participants who mention strategy Communication: # of participants who mention strategy Structured Activities Lecture/classroom activity 11 5 Use rubrics 3 15 peer evaluation 37 Provide templates/examples NA 33 Students give presentations 25 Skills are graded 18 Provide writing assignments 46 “we talk about” it 12 Formal Instructor feedback 31 38 Ad Hoc Activities ”Learning by doing” 41 6 impromptu guidance 13 Conflict intervention 20 “they work on teams” 21 Reliance on Others Someone else teaches - general 2 Elsewhere in engineering 10 17 Elsewhere outside engineering 1 16 Don’t know how/where its taught Matusovich, H. M., Paretti, M., Cross, K. J., & Motto, A. (2012, 8-10 Oct. 2012). Teaching teamwork and communication in engineering: Strategies and Opportunities. Paper presented at the Professional Communication Conference (IPCC), 2012 IEEE International.

Findings: Faculty Barriers Teach Teamwork and/or Communication Don't Teach Teamwork or Communication High cost High utility (for students) High autonomy High competence High or low utility (for students) Low autonomy Low competence Matusovich, H. M. & M. C. Paretti (Manuscript in Proces).

Teamwork: AAC&U VALUE Rubric Findings: Faculty Values vs National Standards Teamwork: AAC&U VALUE Rubric Contributes to team meetings Facilitates the contributions of team members Individual contributions outside of team meetings Fosters constructive team climate Treats team members respectfully Uses positive vocal or written tone, facial expressions, and/or body language Motivates teammates Provides assistance and/or encouragement Responds to conflict Still working on how to present this

Teamwork: AAC&U VALUE Rubric Findings: Faculty Values vs National Standards Teamwork: AAC&U VALUE Rubric Contributes to team meetings Facilitates the contributions of team members Individual contributions outside of team meetings Fosters constructive team climate Treats team members respectfully Uses positive vocal or written tone, facial expressions, and/or body language Motivates teammates Provides assistance and/or encouragement Responds to conflict Project Management: Workload distribution, leadership and team roles Still working on how to present this Paretti, M. C., Cross, K. J., & Matusovich, H. M. (2014). Match or mismatch: engineering faculty beliefs about communication and teamwork versus published criteria. Paper presented at the American Society for Engineering Education Annual Conference and Exposition, Indianapolis, IN.

Findings: Student Perceptions Teamwork Importance/4 Confidence/4 providing leadership 3.49 2.99 prompt attendance at meetings 3.56 3.48 completing assigned tasks 3.83 3.52 distributing work appropriately 3.57 3.03 sharing new ideas 3.61 3.00 respecting opinions of others 3.64 3.37 negotiating decisions with others 3.55 3.15 managing conflict 3.58 2.93 managing time 3.75 being flexible 3.50 3.26 working collaboratively 3.20 being dependable 3.84 Matusovich, H. M., Paretti, M., Cross, K. J., & Motto, A. (2012, 8-10 Oct. 2012). Teaching teamwork and communication in engineering: Strategies and Opportunities. Paper presented at the Professional Communication Conference (IPCC), 2012 IEEE International.

African-American Students’ Team Experiences at PWIs Typical case sampling: Core criteria (AA, engr, team) Variation in other variables (gender, major, year) Phenomenological interview sequence to explore “being an African-American on a multiracial student team in engineering” “Essence” of Participants’ Experiences Background Interview Mid-Project Interview Reflective Interview This material is based upon work supported by the National Science Foundation under Grant No. 1025189. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.

Findings: African-American Men Cross, K. J. (2015). The Experiences of African-American Males on Multiracial Student Teams in Engineering. (Ph.D. Dissertation), Virginia Polytechnic Institute and State University, Blacksburg, VA.

Studying Team Experiences Capstone Design Practices Faculty & Student Beliefs African-American Student Experiences Research Focus Practices of Expert Faculty Barriers to teaching teamwork Experiences of African-American Students at PWIs Method Sequential Mixed method Multi-Case Study Phenomenology Summary Nat’l survey; 42 faculty interviews; 5 case studies Faculty & Student in ME, CE, IE at 5 schools 18 students, all years & majors, 1 school

Studying Team Experiences Capstone Design Practices Faculty & Student Beliefs African-American Student Experiences First-year Engineering Practices Research Focus Practices of Expert Faculty Barriers to teaching teamwork Experiences of URMs Impacts of PBL Method Sequential Mixed method Case Study Phenomenology Mixed method Summary Nat’l survey; 42 faculty interviews; 5 case studies Faculty & Student in ME, CE, IE at 5 schools 18 students, all years & majors, 1 school Case studies at 2 schools: observations, interviews, & surveys

Studying First-Year Engineering Courses Annual Quantitative Surveys Motivation constructs Domain identification Classroom experiences Intentions and effort Qualitative Data 1-semester classroom observations Annual Interviews

Studying First-Year Engineering Courses

Findings Hunter, Deirdre-Annaliese Nicole. (2015) Implementing Problem-based Learning in Introductory Engineering Courses:A Qualitative Investigation of Facilitation Strategies. Department of Engineering Education. Virginia Tech. Blacksburg, VA. Doctoral Dissertation.