Summary
This evidence-based toolbox includes a project charter, a training video, and guidelines for educators to help implement the toolbox in student project team assignment settings.
Project-team based learning is commonly adopted in structured/semi-structured settings of higher education to deliver work-ready graduates. It is, however, a challenge for students and instructors to make the most of project-team assignments when students lack a shared foundation of project-team processes and the skills and experience to navigate team dynamics.
To respond to this need, we developed an evidence-based toolbox[1] that includes:
- a dynamic project charter (i.e., template) for students (capstone and competition teams etc.);
- a training video for students in co-creating their project charter (i.e., by filling out the template) and managing their team processes; and
- a tip sheet for educators to help integrate these tools successfully in their course assignments.
This toolbox is particularly well-suited for projects with a minimum duration of four weeks and teams comprising at least four members.
Our toolbox components and relevant publications showing their impact on team processes and student learning can be accessed through our teams’ website.
[1] Jain, A., Shafique, F., Mollaoglu, S., Dong, X., Zhang, H., Dai, S., Frank, K.A., Carter, D., Argyris, A.Y., Anctil, A., Cetin, K. (2024). “Iterative Development of Dynamic Student Project Team Interventions.” Construction Research Congress 2024. https://ascelibrary.org/doi/10.1061/9780784485293.012
This research was supported by the National Science Foundation through Grant No. 1928278. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the researchers and do not necessarily reflect the views of the National Science Foundation.