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Developing Curriculum to Enhance Student Achievement

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Qualitative evaluation of the implementation of the Interdisciplinary Management Tool: a reflective tool to enhance interdisciplinary teamwork using Structured, Facilitated Action Research for Implementation Measuring teamwork mental models to support training needs assessment, development, and evaluation: two empirical studies The importance of multidisciplinary teamwork and team climate for relational coordination among teams delivering care to older patients Content Validation and Evaluation of an Endovascular Teamwork Assessment Tool An Evaluation Of Generic Teamwork Skills Training With Action Teams: Effects On Cognitive And Skill-Based Outcomes Collective Cognition in Action: Accumulation, Interaction, Examination, and Accommodation in the Development and Operation of Group Efficacy Beliefs in the Workplace Assessing the Use of Flexible Assessment Student autonomy and course value: the unique and cumulative roles of various teacher practices The support of autonomy and the control of behavior When choice motivates and when it does not Rethinking the Value of Choice: A Cultural Perspective on Intrinsic Motivation Escaping the tyranny of choice: when fewer attributes make choice easier The choice is yours: The effects of autonomy-supportive instruction on students’ learning and communication The effects of autonomy on motivation and performance in the college classroom Increased performance with increased personal control: A self-presentation interpretation The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: A structural equation model in undergraduates Enhancing students’ motivation by increasing teachers’ autonomy support The effectiveness and relative importance of choice in the classroom The effects of choice on intrinsic motivation and related outcomes: a meta-analysis of research findings Constructing motivation through choice, interest, and interestingness Overchoice and assortment type: when and why variety backfires When choice is demotivating: Can one desire too much of a good thing? The Role of Choice and Interest in Reader Engagement Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning Just-in-Time Teaching for Food Science: Creating an Active Learner Classroom Analysis of Student Perceptions of Just-In-Time Teaching Pedagogy in PharmD Microbiology and Immunology Courses Just-in-Time Teaching Exercises to Engage Students in an Introductory-Level Dinosaur Course The Just In Time Teaching: The Effect on Student Learning Achievements Viewed from Learning Motivation Case study evaluating Just-In-Time Teaching and Peer Instruction using clickers in a quantum mechanics course Effectiveness of Just in Time Teaching on Student Achievement in an Introductory Thermodynamics Course Just-in-Time Teaching in Biology: Creating an Active Learner Classroom Using the Internet Student-Centered Learning: A Comparison of Two Different Methods of Instruction Using Just-in-Time Teaching Techniques in the Principles of Economics Course Just in Time Teaching: A Strategy to Encourage Students’ Engagement Pass–fail grading: laying the foundation for self-regulated learning Metacognitive monitoring in university classes: anticipating a graded vs. a pass-fail test affects monitoring accuracy When students are allowed to choose: grading scale choices for degree projects Do Low Grades Cause College Students to Give Up? Does changing grade-based marking to pass-fail marking change student achievement in a postgraduate psychology course? The Benefits of Pass-Fail Grading on Stress, Mood, and Group Cohesion in Medical Students Choosing letter grade evaluations: The interaction of students’ achievement goals and self-efficacy Results of cross-faculty ‘capstone’ assessments involving nursing and performing arts students Why Do I Study? The Mediating Effect Of Motivation And Self-Regulation On Student Performance Assessing the Use of Flexible AssessmentThe Impact of a Flexible Assessment System on Students’ Motivation, Performance and Attitude Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach Flexible Weighting in Online Distance Education Courses An authentic assessment at the graduate level: A reflective Capstone Experience Results of cross-faculty ‘capstone’ assessments involving nursing and performing arts students Development of the Processfolio: Promoting Preservice Music Teacher Reflection Through Authentic Assessment Missing the process for the product: Tension between instructor goals and student perceptions of ePortfolios as personalized action research The Effect of Shared Versus Individual Reflection on Team Outcomes Common elements of capstone projects in the world’s top-ranked engineering universities A survey of computer science capstone course literature A Review of Literature on Teaching Engineering Design Through Project-Oriented Capstone Courses A National Survey of American Higher Education Capstone Practices in Sociology and Psychology Describing Typical Capstone Course Experiences From a National Random Sample A national comparison of biochemistry and molecular biology capstone experiences Cooperative Learning Instructional Activities in a Capstone Design Course Preparation of Engineering Students for Capstone Design Experience through a Microprocessors Course Effects of the Meetings-Flow Approach on Quality Teamwork in the Training of Software Capstone Projects Effects of Simulation on Student Satisfaction With a Capstone Course Service Learning and the Capstone Experience Experiences with Flipping the Marketing Capstone Course Using wikis to investigate communication, collaboration and engagement in Capstone engineering design projects Service-Learning in a Capstone Modeling Course Using Business Plan Development as a Capstone Project for MPH Programs in Canada: Validation Through the Student Perspective Strengthening Capstone Skills in STEM Programs Policy-Focused Service-Learning as a Capstone: Teaching Essentials of Baccalaureate Nursing Education
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  • “This paper presents the qualitative evaluation of the Interdisciplinary management tool (IMT), an evidence-based change tool designed to …enhance interdisciplinary teamwork through structured team reflection. The IMT incorporates three components: an evidence-based resource guide; a reflective implementation framework based on structured, facilitated action research for implementation methodology; and formative and summative evaluation components…The IMT successfully engaged staff in the change process, and resulted in teams developing creative strategies to address the issues identified.” (p.437)

  • “The second study tested the effects of a computer-based training (CBT) strategy that was designed to develop teamwork mental models that …were similar to the ‘expert model’ described in Study 1.” (p.179) “After one-hour of training with the CBT tool, trainees were more consistent in representing their teamwork mental models as assessed by the card sort measure.” (p.190)

  • “Relational coordination was measured by the Relational Coordination survey; team climate by the Team Climate Inventory and questions were… asked about participation in multidisciplinary team meetings and disciplines represented in these meetings…The number of disciplines represented during multidisciplinary team meetings and team climate were positively related with relational coordination. The multilevel analysis showed a positive relationship between the number of disciplines represented during multidisciplinary team meetings and team climate with relational coordination.” (p.791)

  • “Relational coordination was measured by the Relational Coordination survey; team climate by the Team Climate Inventory and questions were… asked about participation in multidisciplinary team meetings and disciplines represented in these meetings…The number of disciplines represented during multidisciplinary team meetings and team climate were positively related with relational coordination. The multilevel analysis showed a positive relationship between the number of disciplines represented during multidisciplinary team meetings and team climate with relational coordination.” (p.791)

  • “Participants engaged in a modified version of the Distributed Dynamic Decision (DDD) making Simulation…The objective of the simulation is to… maximize the number of team points…” (p.649) “Results indicated that training significantly increased declarative knowledge within the team as evidenced by improved scores on Stevens and Campion’s Teamwork KSA Test.” (p.663) “Teamwork-KSA test, related to team performance, which was assessed by examining conflict resolution, collaborative problem solving, communication, performance management, and task coordination within the team.” (p.646)(p.791)

  • “One common method provides a group with a rating scale to use in forming a single response obtained through open discussion … By focusing on … direct interaction within the group, this approach begins to address collective origins and development of the construct but does not allow assessments of sharedness, unless paired with other measures. A popular alternative method focuses on capturing sharedness using an average of members’ individual estimates of group efficacy, thus making estimates of within-group agreement possible.” (p.452)

  • “From the analysis presented it appears that using a flexible assessment approach has been well received and appreciated by students. It allows … students some power of choice and thus a feeling of being more in control of their own learning approach. It has not increased the amount of administrative work…It appears that students who have worked steadily throughout the semester, and have sat the mid-semester exam, and worked on all the five CML quizzes, are rewarded with the better results. The practice and feedback obtained through the CML quiz component appears to contribute strongly to students’ quality of learning. An important effect of the flexible assessment system has been the observed change in approach and attitude of the students. The reduction of some student stress levels, and students being more responsible for their method of learning, must be counted as positive outcomes.”(p.548-549) “…Students will learn better with continuous exposure and practice (allowing for reinforcement, feedback, self-assessment and a deeper approach) rather than heavy cramming at the end of a course which encourages a surface approaching and feelings of panic from ‘too much to learn’.” (p.546)

  • “…Results suggested that students’ experience of autonomy plays an important role in their course value, and especially their intrinsic and …utility value for a course.” (p.27)

  • “…It shows that autonomy support has generally been associated with more intrinsic motivation, greater interest, less pressure and tension, … more creativity, more cognitive flexibility, better conceptual learning, a more positive emotional tone, higher self-esteem, more trust, greater persistence of behavior change, and better physical and psychological health than has control.” (p.1024)

  • “Therefore, when offering choices, teachers should construct options that meet their students’ needs. In particular, options should be constructed …that are relevant to students’ interests and goals (autonomy support), are not too numerous or complex yet not too easy (competence support), and are congruent with the values of the students’ families and culture of origin (relatedness support). It is also important that these choices be offered in a manner and context that meets students’ needs, or at least does not threaten those needs.” (p.439)

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