INCLUSIVE TEAMWORK DESIGN WITHIN A FIRST YEAR ENGINEERING COURSE | Zendy

Amber Monteiro | Zendy; Sandra Monteiro | Zendy; Kim S. Jones | Zendy

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INCLUSIVE TEAMWORK DESIGN WITHIN A FIRST YEAR ENGINEERING COURSE

Author(s) -

Amber Monteiro,

Sandra Monteiro,

Kim S. Jones

Publication year - 2020

Publication title -

proceedings of the canadian engineering education association (ceea)

Language(s) - English

Resource type - Journals

ISSN - 2371-5243

DOI - 10.24908/pceea.vi0.14141

Subject(s) - teamwork , formative assessment , engineering education , function (biology) , identity (music) , best practice , engineering , psychology , medical education , mathematics education , engineering management , pedagogy , engineering ethics , political science , medicine , physics , evolutionary biology , acoustics , law , biology

Unless we intentionally design teamwork practices within engineering courses, there will be inequity in learning outcomes linked to students’ identity (e.g. specific cultures and gender). In this study we aim to address the inequity of learning outcomes for woman engineering students in a first-year project-based course. We provide evidence that supports this goal and describe four literature-driven best practices for improving teamwork practices: 1. Technical and non-technical roles will rotate.2. Groups will be assigned and will be constrained to not have a gender-solo student.3. Low-stakes, technically oriented icebreakers will accelerate trust-building.4. Teams of students will receive formative feedback on team effectiveness, function and inclusivity. .

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