Presented By: Engineering Education Research
Using Network Analysis to Understand Teamwork in Engineering: Novel Approaches, Limitations, and Future Directions
Trevion Henderson / Tufts University
Curricular and co-curricular design experiences are an increasingly popular mechanism for delivering opportunities for students to connect technical engineering knowledge to professional skills, such as teamwork, fabrication, communication, and design ability. As such, ensuring equal participation in design activities is a critical aspect of team-based pedagogies. In this research, using data from 12 student design teams in a first-year cornerstone design course, I describe a novel approach to examining the nature of working relationships in student teams. I use the multilayer exponential random graph model (ERGM) to examine perceptions of contributions (i.e., whether one is contributing ideas to their team) and enactments (i.e., whether one’s ideas are being utilized).
The purpose of this talk is both to introduce the multilayer ERGM as novel approach to understanding teamwork in engineering, as well as to draw on this method to describe processes of inequity in undergraduate engineering education experiences. I conclude with implications for future
research and practice.
BIOGRAPHICAL SKETCH: Trevion Henderson is an Assistant Professor of Mechanical Engineering at Tufts University. He earned his Ph.D. in Higher Education from the University of Michigan, as well as his M.A. in Higher Education and Student Affairs and his B.S. in Computer Science and Engineering from The Ohio State University. Dr. Henderson holds secondary appointments in the STEM Education program in the Department of Education and the Institute for Research on Learning and Instruction (IRLI). As a first-year professor at Tufts, Dr. Henderson teaches courses on engineering design education and engineering education research methods.
The purpose of this talk is both to introduce the multilayer ERGM as novel approach to understanding teamwork in engineering, as well as to draw on this method to describe processes of inequity in undergraduate engineering education experiences. I conclude with implications for future
research and practice.
BIOGRAPHICAL SKETCH: Trevion Henderson is an Assistant Professor of Mechanical Engineering at Tufts University. He earned his Ph.D. in Higher Education from the University of Michigan, as well as his M.A. in Higher Education and Student Affairs and his B.S. in Computer Science and Engineering from The Ohio State University. Dr. Henderson holds secondary appointments in the STEM Education program in the Department of Education and the Institute for Research on Learning and Instruction (IRLI). As a first-year professor at Tufts, Dr. Henderson teaches courses on engineering design education and engineering education research methods.
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