Paul Chinowsky, PhD
Associate Professor
Civil, Environmental, and Architechtural Engineering
University of Colorado at Boulder
UCB 428
Boulder, CO 80309-0428
303-735-1063
Paul.chinowsky@colorado.edu
Are student group projects achieving their intended purpose of enhancing knowledge exchange between individual participants? For the last two decades, education literature has promoted the use of teams as a basis for extending the education capacity of the classroom environment [1]. Subsequently, faculty from almost every discipline have integrated team projects into their curricula, often with mixed results [2]. However, the effectiveness of this approach is often questioned by students as they prepare for another round of projects each semester. Conversely, faculty retain the belief that integrating teams wherever possible is the avenue to enhancing the education process.
Essential Question
This research addresses the group project effectiveness issue by focusing on a specific question: Do group projects result in the development of “Learning Networks” where greater trust between the students is developed and enhanced knowledge exchange is occurring? The field of high performance group studies has indicated that the core element of a high performance team is the ability to freely exchange knowledge in addition to information [3]. This knowledge exchange is in turn dependent on trust within the group. The question in this research effort is whether assigning group projects achieves the goal of enhancing knowledge exchange, and as such enhancing the participants learning experience, or are group projects primarily emphasizing academic and social interaction with less success in enhancing the desired knowledge exchange.
Methodology
This question can be addressed through the use of a Social Network Analysis (SNA) approach where the project groups are analyzed as small social networks. Through a questionnaire, each network can be queried with a set of questions I have developed specifically for studying project and organization teams over the last two years [4]. The results can then be graphically and numerically analyzed to determine how much reliance, trust, communication, and knowledge exchange are developing within the “Learning Networks.”
To conduct the proposed research, I will use my AREN 3406, Introduction to Building Construction course in the spring semester. This class will provide an excellent test site since it has about 100 students from engineering, architecture, and real estate in their sophomore year. The students complete three group projects during the semester. For two of the projects I assign groups and for the third I let them choose their groups. This provides an extra ability to examine if individuals form the third group based on individuals they trust and thus are likely to perform well with, or if friendship takes over the selection process. The analysis is completed using a survey on the Network Genie software and then analyzed using the UCINET social network analysis software.
Contribution
I believe that this unique question can provide significant results for all faculty members in terms of determining whether group projects are achieving the goal of enhancing the exchange of knowledge as part of the learning experience. The basis for this claim is founded on three key elements that impact the research effort: 1) the use of group projects is pervasive in our classrooms and it is time that we question where and when they are truly meeting their objectives, 2) My experience using SNA over the last 2 years has proven to be extremely insightful to industry project teams, industry organizations, and to student teams, and 3) SNA is a widely accepted tool for examining group dynamics and as such it brings an accepted methodology to examining an essential question.
Record of Teaching Innovation and Assessment
I have been actively involved in examining the impact of engineering education on student preparation for several years. I have conducted and published studies on the development of leadership ability in engineering students, the development of emotional intelligence in engineering students, and the role of virtual teams in team projects. I believe this experience provides me with a strong foundation on which to conduct the proposed research.
In conclusion, I have been working with SNA and groups for several years and I believe the insights it provides can address the critical question of group project effectiveness. I believe the results are generic enough to be repeated in other classroom environments if desired by a faculty member.
Proposed Mentor: Prof. Clayton Lewis, Computer Science
Proposed Coach: Prof. Valerie Otero, Education
Yes, I will be able to attend the required PTLC meetings and would be honored to serve as a coach in PTLC in the future.
References:
[1] Howard, Sandra A. (1999). “Guiding Collaborative Teamwork in the Classroom.” Journal of Effective Teaching, Vol 3, No. 1.
[2] Tonso, Karen L. (2006). “Teams That Work: Campus Culture, Engineer Identity, and Social Interactions,” Journal of Engineering Education, Vol 95, No.1.
[3] Losada, M. (1999). The complex dynamics of high performance teams. Mathematical and Computer Modelling, 30 (9-10), 179-192.
[4] Chinowsky, Paul S., Diekmann, James, and Galotti, Victor (2008). “Social Network Theory of Construction,” ASCE Journal of Construction Engineering and Management, Vol. 134, No. 10.
