Undergraduate Course Research Articles

The impact of game play on dementia knowledge: A student evaluation of the Dementia Inequalities Game.

Background: People with dementia and carers can face many barriers, or inequalities, in accessing a diagnosis or care. These barriers are unjust and can be addressed by the right interventions, to ensure that everyone receives equitable access to diagnosis and care. A lack of knowledge about dementia in the health and social care workforce is a recognised barrier. The Dementia Inequalities Game was co-produced with people with personal, professional, and voluntary sector experiences of dementia, and offers an educational tool to educate people about dementia and associated inequalities and overcome this knowledge gap in the current and future (in training) workforce. Aims: The aim of this study was to assess the impact of playing the co-produced Dementia Inequalities Game on knowledge about dementia and associated inequalities in health care, allied health professional, nursing and psychology students.Methods: We conducted 11 game play workshops as part of regular teaching in undergraduate and postgraduate courses in psychology, nursing, occupational therapy, physiotherapy, orthoptics, and radiography at one University in the North of England. Students did not have to partake in the workshops. Participating students completed a brief before and after knowledge questionnaire about dementia and inequalities. Paired samples t-tests were used to compare ratings of knowledge of dementia and associated inequalities before and after game play.Findings: Three-hundred-and-eighteen students took part in the workshops, with 312 fully completed questionnaires. The largest cohort of students (49%) were studying for a degree in nursing. Playing the game significantly increased knowledge about dementia (p < .001) and dementia inequalities (p < .001).Implications: Playing the Dementia Inequalities Game is an effective tool to improve knowledge about dementia and associated inequalities in health care and psychology students. Using the game as an educational and sociable intervention in health and social care professionals is a next avenue to test.

Student Attendance, Study Activities, Major, and Midterm Grades as Predictors of Final Course Grades of Undergraduate and Graduate Plant Materials Courses during the Eras before and after COVID-19

Data were collected from four plant materials courses over the span of 20 years. Two classes were at the undergraduate level, Trees and Shrubs for Sustainable Built Environments (HORT 306) and Plants for Sustainable Landscapes (HORT 308), and two classes were at the graduate level, Plants for Landscape Design (HORT 608) and Plants for Landscape Design II (HORT 609). Data from these courses were analyzed to determine trends in student performance and benchmarks that might be associated with student success. Data included student enrollment, midterm course grades, final course grades, number of unexcused absences, student-reported study times for various activities, student major, student experience (class rank), whether the courses were required, and perceived difficulty levels of the courses. Trends in grade distributions were fairly stable until the last 3 to 4 years before COVID-19, when mean final grades and the frequencies of A or B grades increased. Midterm grades were strongly positively correlated with final course grades across majors in all four courses before COVID-19 (R2 = 0.90, 0.74, 0.72, and 0.54 for HORT 306, HORT 308, HORT 608, and HORT 609, respectively; P ≤ 0.001) and continued to be positively correlated after COVID-19. The number of unexcused absences was negatively significantly correlated with final course grades across majors (R2 = −0.69, −0.63, −0.21, and −0.45 for HORT 306, HORT 308, HORT 608, and HORT 609, respectively) before COVID-19 (P ≤ 0.001) and continued to be similarly correlated after COVID-19. Fewer reductions from midterm to final grades were observed for fall courses than for spring courses, particularly for seniors. Self-reported time spent studying all aspects of the courses was either not significantly correlated (P ≤ 0.05) or surprisingly slightly negatively correlated with the final course grades for all four courses. Perceptions of courses as moderately difficult (range, 7.0–8.0 out of 10.0) were remarkably stable overall but varied considerably by major (range, 5.0–8.3) and experience (range, 7.5 for seniors to 8.1 for freshman). More than 96% of enrollment in the graduate courses both before and after COVID-19 comprised Horticulture and Landscape Architecture majors, whereas undergraduate enrollment included a wide diversity of majors; however, the majority of those students were horticulture or landscape architecture majors. Biological science students or students who were architectural design majors were the top-performing students in both undergraduate courses, whereas undeclared majors, social science majors, and those in probationary major categories were among the lower-performing students in both undergraduate courses.

Student Achievement of Course Learning Goals in an Asynchronous Distance Learning Course Redesigned using Fink's Taxonomy of Significant Learning

Fink’s Taxonomy of Significant Learning (FTSL) is an instructional strategy that provides an effective framework for (re)designing course learning experiences to achieve student-centered learning goals. Originally developed for in-person courses, little research exists around its application to effectively design distance learning (DL) courses. This study aims to evaluate if the DL community can also utilize FTSL as a strategy for supporting online learners toward achieving significant learning goals. To address this aim, an asynchronous DL general education course for undergraduates was redesigned by applying FTSL during the development of course learning goals, assessments, and learning activities. A deductive, manifest content analysis was conducted to measure achievement of course learning goals across all nine written course assessments (n=40 student participants). Then, learning frequencies were quantified for each category of significant learning. Study findings indicate most student participants engaged in learning experiences related to five of the six categories within Fink’s taxonomy several times throughout the semester, with higher frequencies of learning in categories for application, followed by the human dimension and foundational knowledge, then caring and integration. In conclusion, study findings support that applying FTSL during the course (re)design process also supports online learners toward achieving significant learning goals, with course assessments that include analysis, aesthetic learning, and self-reflection as useful exercises for achieving said goals. Future research can build on this study by evaluating if online learners that achieve significant learning goals also experience long-lasting change relevant to the learner’s life (i.e., engage in a significant learning experience).

Jogos didáticos: evolução de aplicação como técnica de ensino para a comunidade da Construção Enxuta

Abstract The “International Group for Lean Construction” aims to adopt a new management philosophy for the Architecture, Engineering, and Construction (AEC) industry. Learning this philosophy can be supported by using active methodologies, especially serious games. This work aimed to analyse the evolution of using serious games as a teaching technique based on problem classes, in the context of the Lean Construction community. A literature review and an analysis of an empirical experience were carried out in an architecture and urbanism undergraduate course. The results demonstrate the evolution of the use of these techniques, as well as their implications for the education and training of AEC professionals.

The upside to depression: undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course.

Undergraduates with depression report that they would benefit from science role models who also have depression. If biology instructors who have depression reveal it to their students, it could help meet this need. However, it is unknown how instructors revealing their depression would impact all undergraduate science students, not just those with depression, and whether it would cause some students to have a negative perception of the instructor. To address this gap, an instructor of an undergraduate physiology course revealed her depression to the whole class in less than 3 s on two occasions. Undergraduates were surveyed about whether they remembered the instructor revealing depression, whether they perceived it to be appropriate, and what impact it had on them. Of the 289 undergraduates who participated in the survey, 90.6% remembered the instructor revealing her depression. Seventy-two percent of those students reported that the instructor revealing depression had a positive impact on them, 21.3% reported no impact, and 6.7% reported a negative impact. Women were disproportionately likely to report that the instructor revealing depression had a positive impact on the student/instructor relationship and the instructor's approachability. LGBTQ+ students were disproportionately likely to report that the instructor revealing depression had a positive impact on the extent the classroom feels inclusive and students with more severe depressive symptoms were more likely to report that it normalized depression broadly and in the context of science. This work adds to recent studies highlighting the potentially positive impact of instructors revealing their concealable stigmatized identities to undergraduates in class.NEW & NOTEWORTHY This research highlights the potential for instructors with depression to have a positive impact on students in their college science courses.

"Broadening Perspectives Activities" Improve LGBTQ+ Student Experiences and Religious Students' Content Comprehension.

Curricular content in undergraduate biology courses has been historically hetero and cisnormative due to various cultural stigmas, biases, and discrimination. Such curricula may be partially responsible for why LGBTQ+ students in STEM are less likely to complete their degrees than their non-LGBTQ+ counterparts. We developed Broadening Perspective Activities (BPAs) to expand the representation of marginalized perspectives in the curriculum of an online, upper-division, undergraduate animal behavior course, focusing on topics relating to sex, gender, and sexuality. We used a quasiexperimental design to assess the impact of the BPAs on student perceptions of course concepts and on their sense of belonging in biology. We found that LGBTQ+ students entered the course with a better understanding of many animal behavior concepts that are influenced by cultural biases associated with sex, gender, and sexuality. However, LGBTQ+ students who took the course with the BPAs demonstrated a greater sense of belonging in biology at the end of the term compared with LGBTQ+ students in the course without BPAs. We also show that religious students demonstrated improved comprehension of many concepts related to sex, gender, and sexuality after taking the course with BPAs, with no negative impacts on their sense of belonging.

Development and evaluation of the active learning game "Who Am I?-Cellular Signal Transduction Edition": the positive impact on undergraduate education.

The teaching of physiology plays a crucial role in the education of health care professionals. However, traditional approaches to physiology classes in undergraduate health courses in Brazil often result in passive student participation. Research has shown that active methodologies are more effective in the learning process. In this study, we introduce the game "Who Am I?-Cellular Signal Transduction Edition" as an educational tool. This game follows a popular format with well-known rules and aims to enhance understanding of basic concepts related to hormones, cell signaling, and the functioning of the endocrine system. Our findings demonstrate that the game improves student knowledge and fosters enthusiasm and active engagement among participants. Additionally, student feedback has indicated a high level of appreciation for the game. By incorporating active learning strategies and a gamified approach, "Who Am I?-Cellular Signal Transduction Edition" provides a practical and enjoyable way of teaching physiology. This innovative educational tool has the potential to revolutionize physiology instruction. Demonstrating significant improvement in students' understanding, the game underscores its efficacy in enhancing knowledge acquisition and comprehension of cellular signaling and endocrine physiology topics.NEW & NOTEWORTHY We developed "Who Am I?-Cellular Signal Transduction Edition" to assist students in comprehending concepts of cellular signal transduction. This simple and cost-effective tool is perfect for educational settings with limited resources, and it encourages active learning for both small and large groups. Pre- and posttests have shown that it effectively enhances knowledge of hormonal actions and cellular signaling. Positive feedback from students emphasizes its value in reinforcing understanding and improving classroom engagement, making it a promising educational tool.

"All of us are capable, and all of us can be scientists." The impact of Scientist Spotlight assignments with undergraduates in physiology courses.

To advance ongoing efforts to diversify the healthcare field and promote inclusion in physiology education, the present study investigates the potential for an evidence-based intervention, Scientist Spotlight assignments, to highlight counterstereotypical representations of scientists in the context of majors and nonmajors physiology courses. Undergraduate students at an emerging Hispanic serving R1 institution completed six Scientist Spotlights assignments in their physiology courses. We conducted semistructured interviews and disseminated an established pre- and postsurvey protocol at the beginning and end of the courses. Our findings from interviews with 31 students from a range of marginalized backgrounds revealed that 1) the biographical information about counterstereotypical scientists deeply resonated with students by humanizing science, 2) the instructor's implementation of the assignments made a meaningful difference in their feelings of inclusion, and 3) the assignments supported students' beliefs about their content learning and understanding of physiological concepts. The results from the survey showed that regardless of being in a major (n = 159) or nonmajor (n = 117) course, students from a range of demographic groups can and do significantly shift in their relatability to and descriptions of scientists. We highlight implications for inclusive curricula like Scientist Spotlights for addressing the issue of representation in physiology textbooks, curriculum, and healthcare fields at large.NEW & NOTEWORTHY Scientist Spotlights significantly enhance undergraduate students' feelings of inclusion and learning in undergraduate physiology courses at an emerging Hispanic-serving institution. By engaging with assignments featuring counterstereotypical scientists, students in both majors and nonmajors physiology courses shifted in their relatability to and descriptions of scientists. These results suggest that an inclusive curriculum, combined with supportive instructor practices, can positively impact student success and representation in physiology education.

Examining the Role of Generative AI in Enhancing Social Work Education: An Analysis of Curriculum and Assessment Design

Generative Artificial Intelligence (GAI) holds significant potential to advance the field of social work, yet it brings forth considerable challenges and risks. Key concerns include the legal and ethical ramifications of GAI application, as well as its effects on the vital human connections inherent in social work. Nonetheless, educators in this field must ready their students for the evolving digital environment, ensuring they are adept at employing GAI thoughtfully, skillfully, and ethically. This article will explore the integration of GAI knowledge and skills within educational settings. It will feature a case study detailing the author’s redesign of community welfare and social work degree assignments to include GAI within a community welfare/social work undergraduate course in Queensland, Australia. The discussion will extend to curriculum and assessment development processes aimed at leveraging GAI to enhance student learning, knowledge retention, and confidence in applying GAI within their academic and professional pursuits. Furthermore, the article will examine the implications for curriculum and assessment design, emphasizing the importance of clear learning objectives, the creation of specific, intricate, and contextualized assessments, the necessity for students to critically evaluate GAI outputs, and the challenge of presenting GAI with tasks beyond its capabilities.

Improving the learning experience in an undergraduate course on microbial metabolism by using an illustrated story.

In the classroom, metabolism is often approached and received as a mundane exercise in memorization. Teaching metabolism also faces the challenge of negative perceptions that can impede learning. We sought to improve the learning experience in an undergraduate lecture course on microbial metabolism by implementing an illustrated story that follows an Escherichia coli cell during a cholera outbreak. Feedback from students, compiled over four semesters of relatively minimal intervention, suggests that attitudes improved. Most students also thought that storytelling helped them learn. Exam scores suggested that the story could have had a positive performance impact for some questions that required students to apply correct details to specific situations. Our results suggest that a story could improve the learning experience in a course on a traditionally unpopular topic by both improving emotional responses to the subject matter and by providing a familiar framework upon which to contextualize details.

Practice and thinking of multi-dimensional teaching of "Principle of Biotechnology" under the "Double First-Class" initiative

The Principle of Biotechnology is a compulsory course for undergraduates majoring in bioengineering at Zhejiang University of Technology. In response to the "Double First-Class" initiative and in order to improve the teaching effect of this course and the quality of talent training, we reformed the teaching of Principle of Biotechnology, the core course in bioengineering. Specifically, we reorganized the teaching contents, improved the process management of teaching and learning, and implemented multi-dimensional teaching practice. These measures improved teaching quality and promoted the achievement of training goals, which was of great significance for developing "First-Class" disciplines.

Incorporating structured metacognitive training into an undergraduate anatomy classroom.

Metacognition includes the processes that learners use to plan, monitor, and assess their learning and is tied to academic performance and growth-oriented attitudes toward learning. Learning anatomy presents challenges to learners at all levels, and for many, necessitates a change in learning strategies and metacognitive awareness. We sought to examine whether structured metacognitive training situated in an undergraduate anatomy course could improve these skills. At the beginning and end of the course, students completed the Metacognitive Awareness Inventory (MAI) and several short free response questions. Individually matched pre-and post-course MAI scores were compared using paired-sample t-tests. The authors conducted a directed content analysis for the free response questions using the "knowledge of cognition" (KC) and "regulation of cognition" (RC) domains and their associated subcategories. All three KC subcategories showed statistically significant increases from pre- to post-course questionnaires. Effect sizes were small to moderate. Only two of five RC subcategories showed significant differences between pre- and post-course questionnaires: Information Management strategies and Evaluation. Directed content analysis revealed that students displayed an increase in metacognitive knowledge, particularly in the KC domain. Although RC developed for some learners, others also had insightful comments about challenges in this area-particularly regarding planning, motivation, and focus while learning independently. These results show that metacognitive training in an undergraduate anatomy course can improve students' metacognitive awareness. However, more targeted, specific strategies may be useful to develop students' metacognitive regulation.

THE CHALLENGE IN TEACHING MEDICAL PRESCRIPTION SKILLS, PROPOSAL OF ACTIVE LEARNING MODELS

Introduction: The adoption of active methodologies in undergraduate courses requires that teachers adopt a creative approach and seek out diverse tools that enhance meaningful learning. Teaching medical prescription is a challenge and undergraduates consider it a deficient practical area, requiring better applied learning. A medication display was developed as an active methodology tool to aid learning and overcome the theoretical-practical dissociation. Objective: To report the experience of students in using the medication display as a facilitator in the development of medical prescription skills in stages V and VI of the course. Experience report: In the pediatric skills clinic, students perform a complete anamnesis and physical examination, proposing a diagnostic hypothesis and conduct that will be discussed with the preceptor. Given the students' difficulty in choosing the medication, performing calculations and structuring the prescription, the medications were fixed on a 60/60 cm MDF board, so that students could view the bottles during their prescription practice. The display is assembled with empty medication bottles provided by the Popular Pharmacy Program or with other formulations obtained through free samples, related to the pathologies studied in the stage according to the pedagogical project of the course. There is no conflict of interest on the part of the institution, professor or student. Through problematization, the students practiced therapeutic choices, learned about the various presentations of the same active ingredient, performed calculations and structured prescriptions for internal and external use. Discussion: The students reported security, a feeling of scientific empowerment, increased professional responsibility and social maturity in the application of comprehensive patient care. The proximity of theory to the practice of prescription reinforced the perception that an effective prescription depends on assertive clinical reasoning. This evidences the stimulus to scientific study and responsibility in reducing prescription errors. Conclusion: It is considered that the early initiation of medical prescription guidelines in medical school, through the application of the medication display as a teaching-learning tool, was positive in the process of fixing concepts.

THE PREPARATION OF A TEACHING MODEL FOR THE JUDGMENT GENRE: AN ACTION FOR ACADEMIC AND LEGAL LITERACY

This article aims to present the results of an action by the Academic Literacy Laboratory of the University of São Francisco, which is the construction of a didactic model of a text genre in order to provide support for the teaching work of law school professors. To this end, it focuses on the legal genre of the judgment and carries out an analysis based on the framework of Sociodiscursive Interactionism (Bronckart, 2023, 2009) and the didactic propositions of Schneuwly and Dolz (2004) and Dolz and Gagnon (2015), in addition to the discussions on literacy by Lea and Street (2014). The results lead us to realize that the details obtained from the didactic model can contribute to the work of the professor in order to provide the development of their students' literacy during the undergraduate course.

Teaching the “10 Rs” of circular economy in technological-level undergraduate courses offered in Brazil: an exploratory analysis via fuzzy TOPSIS class

Purpose This study aims to provide an analysis of teaching the “10 Rs” – Refuse, Rethink, Reduce, Reuse, Repair, Remodel, Remanufacture, Reuse, Recycle and Recover energy, in technological-level undergraduate courses offered in Brazil. Technological undergraduate courses are more dynamic and pragmatic than bachelor’s degrees and aim to meet market demand. Design/methodology/approach The study collected data from 39 educators who know the reality of technological-level undergraduate courses in Brazil. The data were analyzed using the fuzzy technique for order preference by similarity to ideal solution class technique. Findings The main findings of the research show potential for improvement in teaching all the “Rs” analyzed when considering technological-level undergraduate courses. Refuse, Restore and Recover energy are the most critical when considering how they should be taught in undergraduate technology courses in Brazil. Originality/value The paper’s originality lies in a unique empirical analysis of the circular economy – which is increasingly emerging as an intriguing approach to seeking sustainability in production chains – and the new generation of professionals in technological undergraduate courses who need to be educated and aligned with these concepts. The results can improve the curriculum, syllabus, course objectives and learning outcomes, upgrading the courses’ pedagogical projects.

Sustainable Ways of Practicing Music Therapy in India: Education, Certification, and Regulations

Music therapy is gaining recognition among professionals offering services worldwide as an experimental treatment approach. It is gradually picking up pace and being practised in India; thus, a proper framework is needed to make it more sustainable. This research paper aims to assess the current trends in music therapy in India, including its development, history, implementation, and practices in health and educational facilities. It affords a comprehensive guide to the academic progression of music therapists and offers information on undergraduate, postgraduate, and certificate courses. It also elaborates on the certification processes and describes the main activities of such key certifying organisations that are necessary to meet the requirements of the certification procedure. The paper also documents the changing policies and laws that help ensure and uphold professional and ethical practice in music therapy. By discussing these areas, this paper intends to positively contribute to the future of Music Therapy in the context of sustainable practices in India.

A ChatGPT Assisted Reading Protocol for Undergraduate Research Students.

A major challenge for undergraduate students is reading scientific literature. This is especially true in biophysics, where many of the concepts may not have been covered in undergraduate courses. Students can become overwhelmed, which may lead to less overall engagement with the scientific literature. In response, we have developed a guided reading protocol that combines pre-reading strategies, structured notetaking, and ChatGPT to help students clarify unfamiliar concepts in an interactive way. To test the protocol, participants in this study were given an initial survey to determine their experience with reading scientific literature. After this they were given an abridged biophysics paper and the protocol. The ChatGPT transcripts were analyzed using open coding and the students were given a post-study survey. We found most students did not appear to regularly engage with the literature, possibly due to content barriers they encountered. Analyzing their transcripts, we observed that students asked for definitions, explanations, summaries, and simplifications. Overall, students reported that using ChatGPT was a positive experience and they expected to use ChatGPT in the future. From this work, we expect this new protocol may be a way to keep novice students from becoming discouraged when reading scientific papers and keep them engaged with the current literature.

Integration of simulation technology with assessment in initial teacher education

Simulated learning environments have rapidly evolved in recent years and are gaining traction as an effective tool in teacher education (Australian Institute for Teaching and School Leadership, 2023; Frei-Landau et al., 2023). This paper explores the use of virtual classroom simulation in initial teacher education at an Australian university. It considers the alignment of simulation activities with mandated learning outcomes, and the challenges in assessing simulation-based learning in ways which are fair, authentic and effective. These issues are analysed within a detailed review of how simSchool, an online virtual classroom gaming platform, has been innovatively integrated within the curriculum and assessment of three undergraduate initial teacher education courses. Each case study report includes an instructor-led evaluation of key elements of the assessment design process, enabling comparison of the different strengths of each approach. The paper concludes by summarising the salient aspects of successful integration and assessment of simulation technology in higher education. This contribution to the discourse of simulation pedagogy seeks to encourage more academics to test the affordances of simulation technology in their teaching by adopting approaches that are tailored for student cohorts and precisely aligned with learning outcomes. Implications for practice or policy: Academics should tailor simulation activities for their cohort and learning objectives. Assessment must be precisely aligned, fair, authentic and effective. Learner engagement may be increased by careful introduction and management of expectations, with clarification of learning opportunities. Ongoing evaluation of simulation activities and assessment is important to maintain high quality teaching and learning.

A VISÃO DOS ACADÊMICOS DE FISIOTERAPIA EM RELAÇÃO ÀS DISFUNÇÕES DO ASSOALHO PÉLVICO

INTRODUCTION: The undergraduate course in Physiotherapy aims to educate its students so that they become generalist Physiotherapists. It is part of their training to study human movement with the aim of preserving, developing and restoring the integrity of organs, systems and functions, in a global way. This study aimed to investigate the perception of physiotherapy students about pelvic floor dysfunctions, a topic of increasing relevance in physiotherapy practice, especially in the areas of women’s health and urogynecology. Considering the importance of the pelvic floor for essential functions, such as continence and support of pelvic organs. OBJECTIVE: To evaluate the level of knowledge of undergraduate students of the Physiotherapy course, from a private university in Teresina-PI, on the subject of the pelvic floor. METHODOLOGY: This is a cross-sectional exploratory study with a quantitative approach, of 180 students, and 91 volunteers who agreed to participate in the research. The descriptive statistical analysis was presented with their respective absolute, relative (mean and standard deviation) and percentage values. As a data collection instrument, a self-administered questionnaire was used, with open and closed questions related to the pelvic floor theme. Students enrolled in the Physiotherapy course at the Santo Agostinho University Center – UNIFSA, Teresina-PI, Brazil, of both sexes, and who were studying between the 1st and 9th period were interviewed. RESULTS: Regarding knowledge of the pelvic floor, 85.7% have knowledge about the pelvic floor, and 14.3% have no knowledge about the pelvic floor. When asked about knowledge about how to strengthen the pelvic floor, 20.9% have no knowledge about it, and 79.1% have knowledge about how to strengthen the pelvic floor. CONCLUSION: The results suggest that there is a discrepancy in the participants’ knowledge and that, although they claim to know about the pelvic floor, most also know how to strengthen the pelvic floor. However, it is necessary that the subject be addressed more in basic and pre-professional disciplines.

Effectiveness of Student Teams: The Role of Team Personality Diversity

In current educational landscapes, group work has emerged as a cornerstone of pedagogical strategies, offering students opportunities to cultivate essential skills for future professional endeavors. Central to the success of collaborative efforts lies the intricate interplay of team dynamics, with team personality diversity emerging as a significant factor influencing team effectiveness. Building upon existing research highlighting the critical role of team personality in driving team effectiveness (Kozlowski and Bell, 2003), this study delves into the nuanced relationship between team personality diversity, team processes and emergent states, and collaborative outcomes within student teams. Acknowledging the multifaceted nature of team dynamics, this research adopts a comprehensive approach, drawing upon established theoretical frameworks, such as the input-process-output model (Hackman, 1987; Ilgen et al, 2005), to elucidate the mechanisms through which team personality diversity influences team effectiveness. Through a thoroughly designed two-wave methodology and a group-level analytical approach, data were collected from 57 student teams enrolled in undergraduate and graduate courses across diverse academic disciplines during semester 2 of 2022/2023. Our findings reveal that emotional stability diversity within teams exerts a significant yet indirect influence on team satisfaction through its impact on communication openness. Specifically, greater emotional stability diversity leads to diminished communication openness, subsequently leading to reduced levels of team satisfaction. This intricate chain of effects underscores the importance of managing team personality diversity to foster open communication and ultimately enhance satisfaction among team members. While our results align with established theoretical underpinnings, they also prompt critical reflections on team interdependence and the duration of collaborative engagements within academic settings. Consequently, we advocate for further exploration into the potential of team personality diversity within student teams, with an emphasis on longitudinal studies to capture the temporal dynamics of collaborative interactions. This study contributes to the growing body of literature on team dynamics in educational settings, offering valuable insights for educators and practitioners seeking to optimize student experiences, enhance group learning outcomes, and prepare students for their future careers.