team projects
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2022 ◽  
Vol 30 (5) ◽  
pp. 0-0

The focus of most of the existing studies on technostress is with regard to working professionals. In spite of the explosion of digital device use in education, not many studies have identified its effects on students. This study examines the presence of technostress among management students aged 22-29 years. Using a sample of 300+ students of a management college of India, this study validates the technostress instrument. With the pandemic, education has seen a paradigm shift. Sessions including classes, interactions, discussions, team projects, assignments, examinations, have gone online and this has ushered the compulsion of spending more time with technology and digital devices (laptops, mobile phones, desktop etc). It examines the effect of technostress on academic productivity of students. The study further explores the students’ expectations from the college to control their technostress, thereby indicating the need of enhancing e-engagement through persuasive communication.


2021 ◽  
Vol 16 ◽  
pp. 115-126
Author(s):  
Gregory Berka ◽  
Amber Greenwood ◽  
Jae Hwan Lee

This essay outlines a participative team formation process for class projects with resources to support instructors in implementing this process. This hybrid process, integrating self-selection and teacher assigned methods, includes four touch points that foster students’ awareness of effective team behaviors and the presence (or absence) of these behaviors within themselves and in team members. The awareness can provide students the foundation for developing team skills—beneficial in both team projects and in organizational teams.


2021 ◽  
Author(s):  
Sara Beckman ◽  
Alan Jian ◽  
Ahan Sabharwal ◽  
Kosa Goucher-Lambert

Abstract Goal congruence, defined as agreement by all members of a team on a common set of objectives, has been positively associated with team cohesion, team performance and team outcomes, including grades earned. Yet there is little in-depth study at scale and across types of engineering design and innovation classes in higher education that examines the goals students set for their work together. This research explores goal congruence in 857 teams involving 1470 students across 18 classes over four years. To examine goal congruence, we use student assessments of their level of agreement on their goals as well as evaluations of their written goal statements. Machine learning techniques are used to automatically identify goal types and congruence between goals. We find that goal congruence on student teams is relatively low, even when they assess it as high, partly due to variety in the types of goals they identify. We categorize the goals students articulate for their teams into grade-, completion-, teaming-, learning-, problem-, output- and outcome-oriented goals and report variance in the types of goals identified in different pedagogical settings. Our findings have implications for how faculty design their classes, link learning outcomes to team projects and facilitate goal setting on student teams.


2021 ◽  
Author(s):  
Renee Bryce

Software Engineering is a broad field and many textbooks explain general topics that are critical for Software Engineers, but often in an abstract way. There is no substitute for hands-on experience and self reflection.  This workbook contains a collection of exercises that are targeted to early career Software Engineers.


2021 ◽  
Vol 4 SI:IVEC 2020 ◽  
pp. 1-27
Author(s):  
Sushil K. Oswal ◽  
Zsuzsanna B. Palmer ◽  
Rita Koris

We report on the results of the second-year study of an interdisciplinary, international collaboration among students and instructors at one European and two US universities. The purpose of the study was to examine whether our changing four pedagogical elements from Year 1 to Year 2 affected the students’ perceptions of learning. The primary purpose of the pedagogical collaboration itself was to involve students in authentic collaborative learning activities intended to support them in developing an understanding of disability and accessibility concepts in a business context. Students in a business English course proposed start-up companies and created business plans for their ventures. Students in an introductory professional writing course designed websites for the planned businesses, while students in a gateway technical communication course served as advisors to the other two classes regarding how to make the proposed businesses and websites accessible to people with disabilities. We collected quantitative and qualitative data through pre- and post-project surveys. These data were supplemented with qualitative data from student interactions, student submissions (work products), video conference meeting minutes, and instructors’ notes. The analysis revealed that students reported increased awareness of disability and openness to finding solutions for accessibility issues.


Author(s):  
Anuli Ndubuisi ◽  
James Slotta

In an increasingly interconnected economy, future engineers require a sustainability mindset, which necessitates a global perspective, to enable them to work together with diverse partners to tackle the world’s problems in a sustainable manner. This study explores engineering students’ development of intercultural competencies within the context of culturally diverse global virtual team projects. We report on two consecutive iterations of an Intercultural Competency Module (ICM) delivered within a global virtual team project setting, in which engineering students are engaged in collaborative technical projects. Each study iteration comprised of a presurveyto gain insights into student’s prior knowledge and cultural background and a post-survey to determine students’ perceptions of their intercultural learning and experiences. Employing a mixed-methods approach, we found that blending ICM with global virtual team projects was a successful approach for helping engineering students acquire international experience and develop intercultural competencies in addition to technical engineering knowledge.


Author(s):  
Anuli Ndubuisi ◽  
James Slotta

In an increasingly interconnected economy, future engineers require a sustainability mindset, whichnecessitates a global perspective, to enable them to work together with diverse partners to tackle the world’s problems in a sustainable manner. This study explores engineering students’ development of intercultural competencies within the context of culturally diverse global virtual team projects. We report on two consecutive iterations of an Intercultural Competency Module (ICM) delivered within a global virtual team project setting, in which engineering students are engaged in collaborative technical projects. Each study iteration comprised of a presurvey to gain insights into student’s prior knowledge and cultural background and a post-survey to determinestudents’ perceptions of their intercultural learning and experiences. Employing a mixed-methods approach, we found that blending ICM with global virtual team projects was a successful approach for helping engineering students acquire international experience and developintercultural competencies in addition to technical engineering knowledge.


Author(s):  
Chris Lam ◽  
Kim Sydow Campbell

To prepare students for the workforce, instructors of business, technical, and professional communication must incorporate team projects in their curriculum. However, both instructors and students have negative perceptions of team projects due to a variety of factors including team dysfunctions like social loafing. No prior study has examined the relationship between leader rapport management (LRM) and social loafing. LRM refers to the use of linguistic strategies to manage relationships between leaders and members. Therefore, we built and tested a model that examines the relationship between LRM and social loafing that is mediated by leader-member exchange and communication quality.


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