Studies on teaming experience through embedding psychological safety, motivational driver, and cognitive diversity into pedagogy

Mirna Mattjik; Megan Sanders; Amy Hermundstad Nave; Wieke Gur; Muhammad Husni Mubarak Lubis

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Conference: 2022 ASEE Zone IV Conference
Location: Vancouver
Publication Date: May 12, 2022
Start Date: May 12, 2022
End Date: May 14, 2022
Conference Session: Poster Session
Tagged Topic: Conference Submission
Page Count: 2
DOI: 10.18260/1-2--44753
Permanent URL: https://peer.asee.org/44753
Download Count: 43

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Paper Authors

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Mirna Mattjik Colorado School of Mines

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Mirna Mattjik is a Teaching Associate Professor in the Engineering, Design, and Society Division, Cornerstone Design@Mines Program. Mirna is also faculty in the McBride Honors Program, and faculty affiliate for Entrepreneurship and Innovation. Mirna’s formal education is in industrial technology, international political economy, project management and leadership. Her active research agenda is about improving teaching and learning for engineers and applied scientists, targeting transformative learning. Interests include but not limited to: student-centered teaching and learning, pedagogy in design, honors pedagogy and scholarship, diversity and inclusion in higher education, ethics in engineering education and reflective practices. In the classroom, Mirna strives to encourage students’ intrinsic motivation to learn through modeling authenticity in teaching and learning.

Recent scholarships: Nickoloff Scholar in Entrepreneurship and Innovation, Daniels Fund Scholar in Engineering Ethics

Recent accolade: University Innovation Fellows (UIF) Mines Faculty Champion

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Megan Sanders Colorado School of Mines orcid.org/0000-0003-3941-0966

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Megan Sanders is the Senior Assessment Associate at the Trefny Innovative Instruction Center at the Colorado School of Mines. Before joining Mines, Megan worked at the Eberly Center for Teaching Excellence and Instructional Innovation at Carnegie Mellon U

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Amy Hermundstad Nave Colorado School of Mines orcid.org/0000-0001-6561-3455

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Amy Hermundstad Nave is a Faculty Developer in the Trefny Innovative Instruction Center at the Colorado School of Mines. She earned a BS in Mechanical Engineering from Colorado State University before going on to earn her PhD in Engineering Education and

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Wieke Gur ICQ Global Asia

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Wieke is an Intercultural & People Skill Coach, born in Indonesia and is now based in Perth, Australia. She is a Global DISC master trainer and coach, CEO of ICQ Global Asia. Wieke has worked with many global training companies in the US and Europe, facilitating their intercultural program for their global clients since 2015.

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Muhammad Husni Mubarak Lubis Pertamina University

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Husni is a lecturer at Geophysical Engineering Department, Pertamina University, Jakarta Indonesia. He is currently the director of student affairs and alumni relation at the University.

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Abstract

This is submitted as a Work in Progress Poster Presentation:

During a series of classroom-based studies, the authors from school A used two tools to measure students' motivation and the team's psychological safety in the capstone first-year design and problem-solving course at A. Intervention through implementation of Psych Safe modules was initially done along with a modified version of the Basic Psychological Needs Scale to measure motivation (Fall 2019). The recent classroom-based study in the Spring 2021 semester utilized an industry tool published by company X and administered by company Y along with company Z. The author from school B used the same tool in the senior year capstone course, not only for student teams but also for the instructors. Outcome from the application of this tool was further discussed formally with students, facilitated by our industry partners. From this trial it was observed that most of the teams fall into the Fear/Anxiety zone. Also, teams who possess similar behavior and communication style with their instructors tend to perform better. In both cases, the effect of the pandemic lingers resulting in reduced focus and level of engagement. Potential future studies will be conducted independently by each institution, which may consist of: (1) authentic learning and assessment to encourage interaction between students beyond what is guided by the instructor; and/or (2) a qualitative study to compare focus groups between first year students and senior year students in cornerstone and capstone design respectively, for current insights on their experience in teaming without intervention. The assumption is improvement in employability skills such as teaming and collaboration give a better chance for equity in impact; because at the core, diverse perspectives and cognitive abilities should be appreciated in teams. Through this poster presentation we are seeking feedback on both potential studies.

References:

"Self-Determination Theory," Center for Self Determination Theory, [Online]. Available: http://selfdeterminationtheory.org/

"Psychological Safety and the Critical Role of Leadership Development", McKinsey & Company, [Online]. Available: https://www.mckinsey.com/business-functions/people-and-organizational-performance/our-insights/psychological-safety-and-the-critical-role-of-leadership-development

"Employability Skills Framework", Career and Technical Education, [Online]. Available: https://cte.ed.gov/initiatives/employability-skills-framework

Citation
Format

Mattjik, M., & Sanders, M., & Nave, A. H., & Gur, W., & Lubis, M. H. M. (2022, May), Studies on teaming experience through embedding psychological safety, motivational driver, and cognitive diversity into pedagogy Paper presented at 2022 ASEE Zone IV Conference, Vancouver. 10.18260/1-2--44753

TY  - CPAPER
AB  - This is submitted as a Work in Progress Poster Presentation: 

During a series of classroom-based studies, the authors from school A used two tools to measure students&#39; motivation and the team&#39;s psychological safety in the capstone first-year design and problem-solving course at A. Intervention through implementation of Psych Safe modules was initially done along with a modified version of the Basic Psychological Needs Scale to measure motivation (Fall 2019). The recent classroom-based study in the Spring 2021 semester utilized an industry tool published by company X and administered by company Y along with company Z. The author from school B used the same tool in the senior year capstone course, not only for student teams but also for the instructors. Outcome from the application of this tool was further discussed formally with students, facilitated by our industry partners. From this trial it was observed that most of the teams fall into the Fear/Anxiety zone. Also, teams who possess similar behavior and communication style with their instructors tend to perform better. In both cases, the effect of the pandemic lingers resulting in reduced focus and level of engagement. Potential future studies will be conducted independently by each institution, which may consist of: (1) authentic learning and assessment to encourage interaction between students beyond what is guided by the instructor; and/or (2) a qualitative study to compare focus groups between first year students and senior year students in cornerstone and capstone design respectively, for current insights on their experience in teaming without intervention. The assumption is improvement in employability skills such as teaming and collaboration give a better chance for equity in impact; because at the core, diverse perspectives and cognitive abilities should be appreciated in teams.   Through this poster presentation we are seeking feedback on both potential studies.  

References: 

&quot;Self-Determination Theory,&quot; Center for Self Determination Theory, [Online]. Available: http://selfdeterminationtheory.org/

&quot;Psychological Safety and the Critical Role of Leadership Development&quot;, McKinsey &amp;amp; Company, [Online]. Available: https://www.mckinsey.com/business-functions/people-and-organizational-performance/our-insights/psychological-safety-and-the-critical-role-of-leadership-development

&quot;Employability Skills Framework&quot;, Career and Technical Education, [Online]. Available: https://cte.ed.gov/initiatives/employability-skills-framework


AU  - Mirna Mattjik
AU  - Megan Sanders
AU  - Amy Hermundstad Nave
AU  - Wieke Gur
AU  - Muhammad Husni Mubarak Lubis
CY  - Vancouver
DA  - 2022/05/12
PB  - ASEE Conferences
TI  - Studies on teaming experience through embedding psychological safety, motivational driver, and cognitive diversity into pedagogy 
UR  - https://peer.asee.org/44753
DO  - 10.18260/1-2--44753
ER  -