Comparing Teamwork & Collaboration Competencies between a Technology in Art Education course and an Engineering Project Management Course

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dc.contributor.authorWallace, Martin
dc.contributor.authorHulla, Ryan
dc.contributor.authorChivers, Morgan
dc.contributor.authorAlexander, Amanda
dc.contributor.authorCantu, Jaime
dc.date.accessioned2020-08-11T20:41:32Z
dc.date.available2020-08-11T20:41:32Z
dc.date.issued2020
dc.descriptionPresented at CTLC 2020en_US
dc.description.abstractMartin Wallace, Morgan Chivers, and Ryan Hulla will present the results of a student teamwork and collaboration study, using an “assembling effective teams” homework assignment and a semester-long, teambased academic library makerspace project. Students in two upper-level undergraduate classes, Technology in Art Education and Engineering Project Management, took self-assessment-surveys at the beginning of the course and again after having completed their makerspace projects. Results show that students in both courses significantly overestimate their competence in the pre-course survey. Engineering students rate themselves higher in both pre- and post-surveys than art education students. There are signs that the “assembling effective teams” homework assignment has a significant effect in student self-ratings. Other signs show that the project has significant effect on teamwork and collaboration. Prior makerspace experience appears to have no effect at this sample size.en_US
dc.identifier.urihttps://hdl.handle.net/11274/12379
dc.language.isoen_USen_US
dc.titleComparing Teamwork & Collaboration Competencies between a Technology in Art Education course and an Engineering Project Management Courseen_US
dc.typePresentationen_US
dc.typeVideoen_US

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