دورية أكاديمية
Leadership Growth Over Multiple Semesters in Project-Based Student Teams Embedded in Faculty Research (Vertically Integrated Projects)
| العنوان: | Leadership Growth Over Multiple Semesters in Project-Based Student Teams Embedded in Faculty Research (Vertically Integrated Projects) |
|---|---|
| اللغة: | English |
| المؤلفون: | Julia Sonnenberg-Klein (ORCID |
| المصدر: | IEEE Transactions on Education. 2024 67(3):443-452. |
| الإتاحة: | Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13 |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Faculty, Teacher Researchers, Student Projects, Active Learning, Cooperative Learning, Undergraduate Students, Interdisciplinary Approach, Leadership Training, Student Leadership, Leadership Role, Semester System, Peer Evaluation, Teamwork, Sample Size |
| DOI: | 10.1109/TE.2023.3344314 |
| تدمد: | 0018-9359 1557-9638 |
| مستخلص: | Contribution: This longitudinal study modeled student leadership growth in a course sequence supporting long-term, large-scale, multidisciplinary projects embedded in faculty research. Students (half from computer science, computational media, electrical engineering, and computer engineering) participated for 1-4 semesters. Background: Project- based learning (PBL) is used widely in higher education. It is used in industry for leadership development, but leadership development in project-based learning (PBL) has not been explored in higher education. A preliminary analysis implied leadership growth through the third semester of participation, but the design did not control for attrition. Research Questions: At the student level, how do leadership role ratings change over multiple semesters of participation? Do first (and second) semester ratings differ by number of semesters students eventually participate? Methodology: The study involved two peer evaluation questions on 1) the degree to which students coordinated the team's work and 2) served as technical/content area leaders. Analysis employed analysis of variance to examine attrition by initial ratings (N = 1045) and multilevel growth modeling to study change over time (N = 585). A strength of using peer evaluations is the large sample size, but a weakness is that the tool was developed for student assessment and not educational research. The study did not control for participation in leadership programs outside the course. Findings: On average, individual leadership role ratings increased each semester through the third semester of participation. Ratings of students who left the program after 1 or 2 semesters did not differ from ratings for those who participated longer. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1426744 |
| قاعدة البيانات: | ERIC |
Full Text Finder | تدمد: | 0018-9359 1557-9638 |
|---|---|
| DOI: | 10.1109/TE.2023.3344314 |