1. Engineer Engineering Education Teamwork, Part 2 Coach Michael Hanyak Chemical Engineering Department Coach Daniel Hyde Computer Science Department

2. Engineer Engineering Education Teamwork

3. Teamwork Session Overview 1.Why do I want to facilitate teamwork? 2.What do we mean by teamwork? 3.“Flight of the Phoenix” Movie (a brief review). 4.How to provide a framework to facilitate teamwork? 5.What if I try this in my classes back at my institution?

4. Learning Outcomes for Teamwork Session 1.Describe why teams are important for student learning. 2.Describe characteristics of a successful teamwork experience. 3.Describe the five tenets of cooperative learning in your own words. 4.Evaluate situations to determine if they satisfy the five tenets of CL. 5.Realize the need to develop students’ teamwork skills. 6.Identify problems associated with organizing and managing teams. 7.Realize the importance of providing an instructional framework to nurture teamwork. 8.Evaluate problems for appropriateness of teamwork. 9.Design a problem appropriate for student teamwork in one of your courses. You, the workshop participant, should be able to: (Page 1 of 14)

5. Teamwork Session, Part 2 1.Why do I want to facilitate teamwork? 2.What do we mean by teamwork? 3.“Flight of the Phoenix” Movie ( a survival drama ). 4.How to provide a framework to facilitate teamwork? 5.What if I try this in my classes back at my institution?

6. Movie illustrates that teams need to develop teamwork skills in: 1. communication, 2. leadership, 3. conflict management and 4. decision making. The Flight of the Phoenix Who sang the theme song in the movie?

7. Teamwork Session, Part 2 1.Why do I want to facilitate teamwork? 2.What do we mean by teamwork? 3.“Flight of the Phoenix” Movie ( a survival drama ). 4.How to provide a framework to facilitate teamwork? Learning Outcomes for Teamwork Interpersonal Skills Development Organizing and Managing the Team Environment An Instructional Framework to Nurture Teamwork Examining Four Problem Descriptions that use Teamwork Designing Your Own Problem Description for Teamwork 5.What if I try this in my classes back at my institution?

8. Let’s Brainstorm for 5 Minutes What do you want your students to be able to do in order to function successfully on a team? A coach will record your responses on the whiteboard. Teamwork Learning Outcomes Examine Besterfield-Sacre, et al. Learning Outcomes on Teamwork (Page 5 of 14).

9. An Example Teamwork Learning Outcome Appreciate the importance of communication. Interpersonal Skills Development

10. Birthday Sort Ice Breaker ( A Nugget ) Ground rules: No verbal or written communication during the exercise.

11. Workshop Team Activity Establish an order in your group based on birthday. GO!have <= 5 minutes

12. Group Processing Describe the primary means of communication in your group. The instruction was to base your order on birthdays, which is a purposely ambiguous statement. How did your group establish the meaning of “order”? What frustrations arose from the rules? Briefly comment on the effectiveness of non- verbal, non-written communication.

13. Individual Exercise Individuals are asked to describe, in writing, a similar exercise to promote an appreciation of group communication.

14. Cooperative Learning in the Ice Breaker Module Positive Interdependence. Team members must work together to complete the task. Individual Accountability. Each individual must complete the follow-up exercise. Face-to-face Promotive Action. This is clearly an active learning exercise. Appropriate use of Teamwork Skills. Establishes an appreciation for communication modes. Regular Self-Assessment of Team Functioning. The processing questions serve to review the benefits of the exercise and provide an opportunity for team self- assessment.

15. Practical Guide to Teamwork (A Handbook for Instructors) Ch. 1 - Introduction Ch. 2 - Team Organization Ch. 3 - Interpersonal Skills Ch. 4 - Effective Communication in Teams Ch. 5 - Team Processes Ch. 6 - Faculty Issues and Tips Table of Contents

16. Practical Guide to Teamwork (A Handbook for Instructors) Objectives of the Module Discussion Aimed at Faculty Sample Student Exercises Citations and Web Links Module Structure (21 Modules) Modules provide a road map on how to implement and integrate teamwork into a course, in order to reach learning outcomes for the ability to effectively function on a team.

17. Leadership Being proactive and moving the team closer to its goal.  Needing a formal leader is a myth. What a team needs is leadership!  Leadership is the responsibility of all the team members!  Leadership spread across all team members helps foster synergy. Nuggets in Practical Guide (pp. 12-14) Interpersonal Skills Development

18. Practical Guide to Teamwork (A Handbook for Instructors) What are the problems with organizing and managing teams?

19. Divide your team into two groups of two One Pair is to analyze Scenario A, the other Scenario B Write answers to three issues for your scenario: (3 min) – Decide on the number of students per team. – Define the selection process on how the teams are created. – Decide on the duration of the team project. As a team, compare/contrasts your answers (3 min) Have a group discussion on what you found. (6 min) Team Formation Exercise

20. Team Formation Checklist Explain to students what you are doing and why. Instructor should form team with goal to spread abilities, skills and learning styles. Instructor should assign team roles and have members rotate. Team size should be 3 or 4 students. –Less than 3, not enough variety in ideas. –More than 4, one or more are left out. Duration should be at least several weeks. –A team is more likely to function better the longer they are together. Takes time to form a functioning team.

21. Divide your team into two groups of two. One Pair is to analyze Scenario A, the other Scenario B. Write answers to three issues for your scenario: (6 min) – Provide a mechanism for the accountability of each team member. – Provide a method for a team’s project history. – Provide an environment (resources and activities) for enhancing interpersonal skills. As a team, compare/contrasts your answers. (6 min) Have a group discussion on what you found. (8 min) Team Management Exercise

22. (Part 1 of 2) Team Management Checklist (Part 1 of 2) Team Contract – Provide resources to help. NOT samples! – Guide team to create own contract. – Ownership by the team helps buy-in by the members. – Have the team develop procedures for poor behavior, e. g., can a team member be fired? – Based on their Contract, have team develop a self-assessment instrument. Require structure for Team Notebook and team meetings. Instructor should evaluate.

23. Do periodic self assessment to keep team on track. – Do several for feedback. Use final one for grading. Develop teamwork skills through student learning activities to:  Understand the learning styles of all team members,  Understand the dynamics of teamwork,  Practice leadership in the team by all members,  Develop effective interpersonal skills for communication, conflict management, and team decision making,  Conduct self-assessment of the team’s performance, and  Improve continuously the team’s performance. (Part 2 of 2) Team Management Checklist (Part 2 of 2)

24. 15-minute break

25. Positive Behaviors of Good Partners:  facilitating, teaching, listening, sharing.  persuading, contributing, solving, etc. An Instructional Framework Negative Behaviors of Poor Partners:  quarreling, dominating, freeloading.  controlling, acquiescing, etc. The instructor must provide an instructional framework to foster good teamwork behaviors and to minimize poor ones.

26. An Instructional Framework See handout to “Nurture Teamwork.” (p. 8 of 14)  understanding about teamwork,  communication within a team,  improvement of team functions. Must nurture students’:

27. An Instructional Framework This instructional framework capitalizes on the proverb, “an ounce of prevention is worth a pound of cure.” It encourages students to take ownership of their teamwork. It minimizes poor behaviors that lead to dysfunctional teams. Most Important

28. How to Engineer Engineering Education A C atalyst Workshop for Change monitor members’ preparedness on various topics. monitor members’ interpersonal skills for teamwork. Nurture Improvement Example Formative Assessment of Team’s Performance

29. Bloom Taxonomy and Classroom Preparedness  Valuation  Evaluation  Synthesis  Analysis  Application  Comprehension  Knowledge move out of the classroom to coach in the classroom Use Team 360 individual surveys to assess preparedness for class.

30. Tenets of Cooperative Learning Positive interdependence Individual accountability Face-to-face promotive interaction Appropriate use of teamwork skills Regular self-assessment of team functioning Use Team 360 team surveys to access the functioning of the team.

31. Team 360 Web-Based Software –Survey System for Formative Assessments –Three Interfaces (admin, faculty, students) –Individual Surveys - monitor understanding –Team Surveys - monitor team performance –Foster Communication - between students within team, between instructor and team

32. How to Engineer Engineering Education A C atalyst Workshop for Change Access Team 360 and login as a student. Take the Teamwork Group Processing Survey in Team 360. View Report of the survey results. Example Team Survey You have 5 minutes to complete this exercise.

33. Solicitation of Team Feedback using email Based on this team survey, your team appears to have difficulty with conflict management. Based on this individual survey, your team only understands two of the five concepts, where complete understanding was expected. Your team is to address the following:  What are the causes of the problem?  What is the team plan to correct them?  What is the team timetable to carry out that plan?  How will your team assess progress to the solution? Please provide me with an email by 4:00 p.m. today that answer these questions. You can consult The Team Memory Jogger (Ch. 5) or the web resources described in our Handbook for Sophomore Engineers. Also, I will be available for consultation. John Doe is to facilitate this team activity.

34. Teamwork Session, Part 2 1.Why do I want to facilitate teamwork? 2.What do we mean by teamwork? 3.“Flight of the Phoenix” Movie ( a survival drama ). 4.How to provide a framework to facilitate teamwork? Learning Outcomes for Teamwork Interpersonal Skills Development Organizing and Managing the Team Environment An Instructional Framework to Nurture Teamwork Examining Four Problem Descriptions that use Teamwork Designing Your Own Problem Description for Teamwork 5.What if I try this in my classes back at my institution?

35. Workshop Team Activity Four example problem descriptions - one for each team member (Pages 9-13 of 14). Evaluate your example problem description. Is it appropriate for teamwork? Explain why or why not? (8 minutes) Share with your team members. (10 minutes) Two groups will report their conclusions (8 min.) Example Problems that use Teamwork

36. Individual Activity For one of your courses, design a problem description appropriate for teamwork, 20 minutes. – Type it into a file on your laptop. – Use the 5 tenets of cooperative learning in your description. – Use the four examples in last activity as a resource. – Consult the Practical Guide to Teamwork. – Seek advice from your coach. Your Problem Description for Teamwork

37. Teamwork Session, Part 2 1.Why do I want to facilitate teamwork? 2.What do we mean by teamwork? 3.“Flight of the Phoenix” Movie ( a survival drama ). 4.How to provide a framework to facilitate teamwork? 5.What if I try this in my classes back at my institution?

38. What if I try teamwork in my classes? You are back at your home institution and want to incorporate teamwork in your courses. What fears or concerns do you have? We will brainstorm and list them on the whiteboard, and then discuss them.

39. Session Outcomes, Part 2 Realize the need to develop students’ teamwork skills. movie and learning outcomes Identify problems associated with organizing and managing teams. gems and practical guide Realize the importance of providing an instructional framework to nurture teamwork. Evaluate problems for appropriateness of teamwork. Design a problem appropriate for student teamwork in one of your courses. internalized information

40. Teamwork Summary 1.Why do I want to facilitate teamwork? 2.What do we mean by teamwork? 3.How to provide a framework to facilitate teamwork? 4.What if I try this in my classes back at my institution? Conclusions: Tough problems require teams. Teamwork is facilitated with the 5 CL tenets. Instructor must help students develop teamwork skills. Instructor must design good problems for teams.

41. Lunch Time