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Enhancing Teamwork Skills Through An Interdisciplinary Engineering Service Learning Collaboration, Pilar Pazos, Francisco Cima, Jennifer Kidd, Stacie I. Ringleb, Orlando Ayala, Kristie Gutierrez, Krishnanand Kaipa
Enhancing Teamwork Skills Through An Interdisciplinary Engineering Service Learning Collaboration, Pilar Pazos, Francisco Cima, Jennifer Kidd, Stacie I. Ringleb, Orlando Ayala, Kristie Gutierrez, Krishnanand Kaipa
Engineering Management & Systems Engineering Faculty Publications
The purpose of this research paper is to explore whether participation in an interdisciplinary collaboration program partnering Preservice Teachers (PST) and Undergraduate Engineering Students (UES) results in an increase in teamwork effectiveness. The interdisciplinary collaboration was designed as a service-learning project within existing undergraduate programs that included the development and delivery of engineering content to a K-12 audience. The collaborations were integrated into existing courses in two colleges, engineering and education. The Behaviorally Anchored Rating Scale (BARS) version of the Comprehensive Assessment of Team Member Effectiveness (CATME) was used midway and at the end of the project to evaluate teamwork …
Scaffolding Project-Based Learning In An Engineering And Education Partnership Using Open-Access Technology, Pilar Pazos, Stacie I. Ringleb, Jennifer Kidd, Rachel Jones
Scaffolding Project-Based Learning In An Engineering And Education Partnership Using Open-Access Technology, Pilar Pazos, Stacie I. Ringleb, Jennifer Kidd, Rachel Jones
Engineering Management & Systems Engineering Faculty Publications
This paper describes the use of a freely-accessible open-source platform based on Google Apps for Education that combines Google Sites, Google Docs, Google Drive, Google Hangouts and script language in a custom-based interface that supports collaborative service-learning projects for teams of Engineering and Education students. The approach discussed in this paper was successful in promoting collaboration among students from two different disciplines working remotely. The analysis suggests that balanced participation in the team, presence of shared goals and clear roles that emphasized individual and collective responsibilities were key to a successful interdisciplinary project experience. While many students still reported struggling …