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

3. 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

4. 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

5. 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

6. 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

7. 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 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 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.

8. 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.

9. 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.

10. 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, , doi: /p.24762

11. 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 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.

12. 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.

13. 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).

14. 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

15. 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.

16. 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.

17. 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 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.

18. 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.

19. 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

20. 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

21. 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

22. Studying First-Year Engineering Courses

23. 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.