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Teamwork and project management (TPM) tools are important components of sustainability science curricula designed using problem- and project-base learning (PPBL). Tools are additional materials, beyond lectures, readings, and assignments, that structure and facilitate students' learning; they can enhance student teams' ability to complete projects and achieve learning outcomes and, if instructors can find appropriate existing tools, can reduce time needed for class design and preparation. This research uses a case study approach to evaluate the effectiveness of five TPM tools in two Arizona State University (ASU) sustainability classes: an introductory (100-level) and a capstone (400-level) class. Data was collected from student evaluations and instructor observations in both classes during Spring 2013 and qualitatively analyzed to identify patterns in tool use and effectiveness. Results suggest how instructors might improve tool effectiveness in other sustainability classes. Work plans and meeting agendas were the most effective TPM tools in the 100-level class, while work plans and codes of collaboration were most effective at the 400 level. Common factors in tool effectiveness include active use and integration of tools into class activities. Suggestions for improving tool effectiveness at both levels include introducing tools earlier in the course, incorporating tools into activities, and helping students link a tool's value to sustainability problem-solving competence. Polling students on prior use and incorporating tool use into project assignments may increase 100 level tool effectiveness; and at the 400 level, improvements may be achieved by introducing tools earlier and coaching students to select, find, and develop relevant tools.
ContributorsTrippel, Dorothy (Author) / Redman, Charles L. (Thesis advisor) / Pijawka, K. David (Committee member) / Walters, Molina (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this study was to determine whether a peer nursing student who presents a longitudinal case study on warfarin in a pharmacology course classroom influences prelicensure and postbaccalaureate nursing students' knowledge and perceived knowledge about warfarin. The study was a descriptive design that used a convenience sample of baccalaureate nursing students enrolled in two pharmacology courses. All participating students answered warfarin case-study questions and completed a self-demographic questionnaire, a knowledge pretest and posttest, and a self-efficacy questionnaire after the activity, which evaluated students' knowledge and perceived knowledge on 11 warfarin concepts. For all students (N = 89), the number of correct answers improved significantly between pretests and posttests for Items 2-11 (p < .0001; Wilcoxon signed-rank tests), which evaluated students' knowledge on warfarin's site of action, associated laboratory values, use of vitamin K, and food-drug interactions. However, no significant difference was seen in the number of correct answers for warfarin's mechanism of action. Comparing prelicensure and postbaccalaureate groups by Mann-Whitney tests, no significant difference was seen for pretest total scores (median 7.00, n = 55; median 7.50, n = 34; respectively; p = .399). Similarly, no difference was seen for posttest total scores by groups (prelicensure: median = 9.00, n =54; postbaccalaureate: median = 10.00, n = 32; p = .344). Overall, students in both groups agreed that they could identify and explain all 11 warfarin concepts. The Pearson correlation between the total posttest and total self-efficacy scores for the combined group was .338 (p = .003), demonstrating a low but significant correlation between students' posttest total scores and their perceived warfarin knowledge, as evaluated by the self-efficacy questionnaire.
ContributorsLam, Wing Tung (Author) / Vana, Kimberly (Thesis director) / Holcomb, Cynthia (Committee member) / Silva, Graciela (Committee member) / Barrett, The Honors College (Contributor) / Arizona State University. College of Nursing & Healthcare Innovation (Contributor) / W. P. Carey School of Business (Contributor)
Created2014-12
Description
Implementing Building Information Modeling (BIM) in construction projects has many potential benefits, but issues of projects can hinder its realization in practice. Although BIM involves using the technology, more than four-fifths of the recurring issues in current BIM-based construction projects are related to the people and processes (i.e., the non-technological elements of BIM). Therefore, in addition to the technological skills required for using BIM, educators should also prepare university graduates with the non-technological skills required for managing the people and processes of BIM. This research’s objective is to develop a learning module that teaches the non-technological skills for addressing common, people- and process-related, issues in BIM-based construction projects. To achieve this objective, this research outlines the steps taken to create the learning module and identify its impact on a BIM course. The contribution of this research is in the understanding of the pedagogical value of the developed problem-based learning module and documenting the learning module’s development process.
ContributorsAbdul Rahman, Abdul Rahimi Bin (Author) / Ayer, Steven K (Thesis advisor) / Tang, Pingbo (Committee member) / Wiezel, Avi (Committee member) / Arizona State University (Publisher)
Created2018