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Over the course of several semesters, two different project-based learning approaches were used in two undergraduate engineering courses–a 100-level introductory course that covered a general education requirement on information literacy and a 300-level fluid mechanics course. One project (treatment) was an interdisciplinary service-learning project, implemented with undergraduate engineering and education students who collaborated to develop and deliver engineering lessons to fourth and fifth-grade students in a field trip model. The other projects (comparison) involved a team-based design project contained within each class. In the 100-level course, students selected their project based on personal interests and followed the engineering design process to develop, test, and redesign a prototype. In the fluid mechanics class, students designed a pumped pipeline system for a hypothetical plant. This study aimed to determine whether participating in the interdisciplinary project affected students’ evaluation of their own and their teammates’ teamwork effectiveness skills, measured using the Behaviorally Anchored Rating Scale (BARS) version of the Comprehensive Assessment of Team Member Effectiveness (CATME). The five dimensions of CATME measured in this study are (1) contribution to the team’s work, (2) interacting with teammates, (3) keeping the team on track, (4) expecting quality, and (5) having relevant knowledge, skills, and abilities (KSAs). The quantitative data from CATME were analyzed using ANCOVA. Furthermore, since data were collected over three semesters and coincided with the pre, during, and post-phases of the COVID-19 pandemic, it was possible to examine the effects of the evolving classroom constraints over the course of the pandemic on the teamwork effectiveness skills of both the treatment and comparison classes.
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An Integrated Architecture for Common Ground in Collaboration
Effective teamwork depends on teammates’ ability to maintain common ground: mutual knowledge about the relevant state of the world and the relevant status of teammates’ actions and plans. This ability integrates diverse skills of reasoning and communication: agents can track common ground by recognizing and registering public updates to ongoing activity, but when this evidence is incomplete, agents may need to describe what they are doing or ask what others are doing. In this paper, we introduce an architecture for integrating these diverse skills to maintain common ground in human–AI teamwork. Our approach offers unique advantages of simplicity, modularity, and extensibility by leveraging generic tools for plan recognition, planning, natural language understanding and generation, and dialogue management. Worked examples illustrate how linguistic and practical reasoning complement each other in the realization of key interactive skills.
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- Award ID(s):
- 2119265
- PAR ID:
- 10466857
- Publisher / Repository:
- http://www.cogsys.org/
- Date Published:
- Format(s):
- Medium: X
- Location:
- Arlington, VA
- Sponsoring Org:
- National Science Foundation
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Accepted Manuscript
- Conference Paper:
- The DOI is not currently available.
