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A multidisciplinary service-learning project that involved teaching engineering to fourth and fifth graders was implemented in three sets of engineering and education classes to determine if there was an impact on engineering knowledge and teamwork skills in both the engineering and education students as well as persistence in the engineering students. Collaboration 1 paired a 100-level engineering Information Literacy class in Mechanical and Aerospace Engineering with a 300-level Educational Foundation class. Collaboration 2 combined a 300-level Electromechanical Systems class in Mechanical Engineering with a 400-level Educational Technology class. Collaboration 3 paired a 300-level Fluid Mechanics class in Mechanical Engineering Technology with a 400-level Elementary Science Methods class. Collaborations 1 and 3 interacted with fourth or fifth graders by developing and delivering lessons to the elementary students. Students in collaboration 2 worked with fifth graders in an after-school technology club. While each collaboration had its unique elements, all collaborations included the engineering design process both in classroom instruction and during the service learning project. Quantitative data were collected from both engineering and education students in a pretest/posttest design. Teamwork skills were measured in engineering students using a validated teamwork skills assessment based on peer evaluation. Each class had a comparison class taught by the same instructor that included a team project, and the same quantitative measures. Engineering students who participated in collaboration 1 were evaluated for retention, which was defined as students who were still enrolled in the college of engineering and technology two semesters after completion of the course. Engineering students also completed an evaluation of academic and professional persistence. For the engineering students, none of the assessments involving technical skills had significant differences, although the design process knowledge tests trended upward in the treatment classes. The preservice teachers in the treatment group scored significantly higher in the design process knowledge test, and preservice teachers in collaborations 1 and 3 had higher scores in the engineering knowledge test than the comparison group. Teamwork skills in the treatment group were significantly higher than in the comparison group for both engineering and education students. Thus, engineering and education students in the treatment groups saw gains in teamwork skills, while education students saw more gains in engineering knowledge. Finally, all engineering students had significantly higher professional persistence.
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This content will become publicly available on May 13, 2025
A FRAMEWORK FOR TEACHING AND LEARNING COLLABORATION IN STATISTICS AND DATA SCIENCE: HOW WELL CAN IT WORK IN INDONESIA?
By learning collaboration skills, statisticians and data scientists can more effectively collaborate with others who possess the skills they may lack. We describe the ASCCR framework, which was developed in the United States for teaching and learning collaboration skills. We hypothesize which aspects of this framework are universal and which are culturally dependent. We provide an example of our initial attempt to translate the Structure component of ASCCR into the Indonesian language and culture. The new acronym of SABAR can help Indonesian students learn, remember, and use specific skills for structuring, organizing, and conducting collaboration meetings. How to effectively teach collaboration skills to Indonesian students in statistics and data science will require more work and is the subject of future research.
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- Award ID(s):
- 1955109
- PAR ID:
- 10524559
- Editor(s):
- Bulmer, Michael; Finch, Sue
- Publisher / Repository:
- IASE
- Date Published:
- ISBN:
- 978-0-9805950-4-8
- Format(s):
- Medium: X
- Location:
- Wollongong, Australia
- Sponsoring Org:
- National Science Foundation
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