CATME Overview Ken Chapman Lorraine Gardiner April 3, 2015

Introduction Employers rank “ability to work in groups” as one of most important attributes for hiring business students. Teamwork one of the COB’s core learning goals. Based on an AoL report, UCC recently discussed use of teams in our core courses. Many of our courses have team projects. Important to monitor, evaluate and give feedback to the teams.

Monitoring and Giving Feedback to Teams can be Difficult “Although our whole group worked as hard as we can, we didn't get the score we wanted and I believe it’s due to a certain team member dragging us down.” Anonymous Student, Consumer Behavior “While we have enjoyed working with each other for the duration of the semester, our productivity and quality of our work has greatly improved since our first assessment. I have noticed this both individually and as a group.” Anonymous Student, Marketing Research 3

CATME Tool Overview Team Maker: Generates teams based on student information Peer Evaluation: Gathers and summarizes self- and peer-evaluations Rater Calibrator: Provides training for student calibration on the peer evaluation instrument 4 Source:

CATME Project Funded by NSF ( ) Developed/supported by faculty and doctoral students at Clemson University Georgia Southern University North Carolina State University Purdue University Rose-Hulman Institute of Technology University of Central Florida University of North Carolina at Charlotte University of Michigan University of South Florida University of Utah 5 Source:

CATME Users 6 Source:

CATME Team Maker Students respond to CATME survey on faculty-selected characteristics such as Age, Gender, Race, GPA Schedule, Weekend Meetings Class Year, Major CATME generates teams based on similarities/dissimilarities (faculty choice) Can also force some students together or separated 7 Source:

Experiences with CATME Team Maker Teams typically based on Schedule, Weekend Meetings and, sometime, GPA Very positive student response to resulting teams 8 Source:

CATME Peer Evaluations Base Assessment Additional Assessments Team Member “Liking” Team Conflict Team Satisfaction Team Interdependence Team Cohesiveness Peer Influences Team Transition Processes Team Action Processes 9 Sources: and

CATME Peer Evaluation Analysis Summary Average per student on each teamwork dimension Adjustment factor (w/ & w/out self-evaluation) Indicators for over-confident, under-confident, high performer, low performer, cliques, etc. Generates “Profiles” with suggestions for improvement Raw data Individual evaluations Student comments 10 Source:

Experiences with CATME Peer Evaluations Project midpoint: Meet with individuals and/or teams, as needed, to identify and resolve problems Project end: Adjust grading if pronounced differences in contribution Reduced points for slackers. Extra points for extraordinary group leaders. Discussions with individual students, especially under-confident and high performers 11 Source:

How Do I Get an Account? Go to and request a faculty accounthttp://info.catme.org/ 12

How Do I Create a Course? Log in using your faculty account Click “Add New Class” and follow instructions 13

How Do I Add an Activity? Click on a course from your faculty home page Click “Add Activity” and follow instructions 14

How Do I Add Students? You add students to the first course activity and reuse them for any subsequent activities Browse and import a.csv or.txt file that has the following columns First Last (can use “Concatenate” command in Excel) ID Team (optional) Section (optional) 15

Conclusion/Discussion 16