Background
Engineering student team projects are frequently used to meet professional learning outcomes. Industrial and organizational psychologists study teams in the industry settings for which we prepare students, yet this research does not effectively inform engineering education.

Purpose
This research review sought to demonstrate the relevance of literature on teams literature from industrial and organizational psychology to engineering education and to identify implications for practice and future directions for research.

Scope/Method
Phase 1 systematically reviewed 104 articles published from 2007 to 2012 describing engineering and computer science student team projects and sought to answer the following questions: What professional learning outcomes have been met by team projects? What negative student team behaviors have faculty sought to minimize? What literature has been used to inform development of teamwork outcomes? Phase 2 reviewed five team effectiveness constructs selected according to the results of Phase 1: social loafing, interdependence, conflict, trust, and shared mental models. Examples from Phase 1 articles and our own work explain how this research informs facilitation and assessment of engineering student teams.

Conclusions
Engineering faculty sought to achieve a variety of outcomes through team projects, including teamwork, communication, sustainability, and consideration of global/societal design context. They sought to avoid social loafing and conflict while building trust to ensure equal team effort. That few Phase 1 articles engaged the literature about team effectiveness indicates there is great opportunity to apply industrial and organizational psychology research to engineering education.

Team Effectiveness Theory from Industrial and Organizational Psychology Applied to Engineering Student Project Teams: A Research Review

Background
While much research has been conducted to study the effect of teaming on student learning and attitudes, few studies have explored the nature of team discourse and how these discussions support or hinder student learning and self-efficacy.

Purpose (Hypothesis)
This study investigated the relationship between verbal exchanges, self-efficacy, and individual student achievement. Results are discussed through the lenses of two frameworks: Bandura's social cognitive theory and Vygotsky's social constructivist theory.

Design/Mscethod
Twenty-two first-year engineering students participated in this study. The verbal exchanges of these students were recorded and then coded into 35 discourse moves and six discourse actions. Data on students’ pre and post self-efficacy were also collected. Correlations between discourse actions, self-efficacy scores, and individual student achievement were computed.

Results
Students engaged in six types of discourse actions: task-oriented, response-oriented, learning-oriented, support-oriented, challenge-oriented, and disruptive. Results indicated no direct correlation between support-oriented discourse (verbal persuasions) and achievement. However, there was a moderate positive correlation between post self-efficacy and the extent to which a student engaged in support-oriented discourse. Engaging in challenge-oriented or learning-oriented discourse did not reveal correlations with self-efficacy or achievement.

Conclusions
Finding that self-efficacy and achievement are related confirms Bandura's self-efficacy theory. Furthermore, the low self-efficacy of under-performers was evident in their grades, as well as in the conversations of team members. However, contrary to theory, supportive comments (verbal persuasions) received were not correlated with self-efficacy. The scarcity of challenge-oriented discourse (argumentation) is a concern and should be addressed in future research.

The Relationship Between Team Discourse, Self‐Efficacy, and Individual Achievement: A Sequential Mixed‐Methods Study

Information and communication technologies ( ICT ) are major forces shaping our current age. ICT affects many areas of human existence and influences the both human wellbeing and human evil. The nonprofit sector is already heavily involved in technology both as a way to pursue its mission and as an influential factor in the evolution of the sector. This article examines how technology affects the sector and how the sector uses technology in its work.The article begins with a discussion of how the emerging information society will change the nonprofit sector. The sector that we know is grounded on our experience in the agrarian and industrial periods in the United States and Europe. We then explore how technology evolved in the sector. This is followed by an examination of technology and nonprofit organizational behavior. Technology changes the organizations that make use of its capacities. Next is a discussion of the types of technology that nonprofit organizations use. The final three sections deal with technology and social change, technology in nonprofit settings, and issues and trends. This article provides the reader with a current appreciation of the scholarly and professional literature on ICT in the nonprofit sector.

Technology in Nonprofit Organizations and Voluntary Action

Patricia Sheridan is a PhD candidate in the Institute for Leadership Education in Engineering and the Department of Chemical Engineering and Applied Chemistry at the University of Toronto. She holds a B.A.Sc. and M.A.Sc. in Mechanical Engineering, and is a core member of the Praxis cornerstone design teaching team. Her teaching and course development focus on creating interactive learning activities at the intersection of design, leadership, teamwork, and identity formation. Her research focuses on methods to improve the teaching and learning of team effectiveness in engineering design courses.

/pdf/the-role-of-togethering-in-developing-teamwork-relationships-53guy2lv6h.pdf

The role of “togethering” in developing teamwork relationships and shared meaning

Recent trends in business have pointed to teamwork as an important tool for achieving success in the workplace. This has motivated organizations to start looking for teaming skills in new employees 1,2,3,4 . Although employers may be willing to provide on the job training, they expect that their new employees, at least, possess the understanding of why this skill is important in the organization 5 .

Enhancing Teaming Skills In Engineering Management Students Through The Use Of The Effective Team Player Training Program (Etp Tp)

This publication contains reprint articles for which IEEE does not hold copyright. Full text is not available on IEEE Xplore for these articles.

Development of a protocol to measure team behavior in engineering education

Development of a Protocol to Measure Team Behavior in Engineering Education.

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Development of a protocol to measure team behavior in engineering education

Development of a Protocol to Measure Team Behavior in Engineering Education.