Open AccessINCLUSIVE 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 ... ceea conference
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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