Student Teams Research Articles

Transactive memory systems in supply chain teams: role of lone wolf tendencies, technology ease of use and team collaboration

Purpose This study aims to understand the influence of lone wolf tendencies, technology ease of use and team collaboration on the development of transactive memory systems (TMSs) and, consequently, their impact on the performance of supply chain and operations teams. Design/methodology/approach By using a comprehensive operations management simulation involving 160 business student teams, this research tests five hypothesized relationships using structural equation modeling. Findings Lone wolf tendencies, technology ease of use and team collaboration contribute positively to an efficient TMS. This group cognitive system, in turn, strengthens a team’s competitive position and operational efficiency. This study highlights the need to reevaluate traditional management practices that discourage candidates with lone wolf characteristics. In addition, it shows that technology ease of use not only affects individual productivity as highlighted by the technology acceptance model but also influences the team knowledge system. Originality/value This study deepens understanding of the antecedents and consequences of TMSs in supply chain management. Lone wolf tendencies, characterized by independent work proclivity, are common in supply chain teams due to task complexities. Prior research on the impact of lone wolf behavior has yielded mixed results. Furthermore, although Industry 4.0 technologies are widely adopted in supply chain operations, it remains unclear how ease of using these complex technologies affects TMSs and team performance. To the best of the authors’ knowledge, this research is among the first to investigate the influence of lone wolf tendencies and technology ease of use on group cognitive systems.

Harmonizing Future Time Orientations: Moderated Impact on Team Performance

This paper investigates the correlation between team future time orientation differences (FTOD) and team performance while exploring potential moderation by team and task characteristics, including task interdependence, commitment to team goals, and collective efficacy. Data were collected via cross-sectional questionnaires from 263 individuals across 73 student teams at U.S. universities to assess the hypothesized relationships. The results indicate a consistent negative association between FTOD and team performance. Moreover, the study reveals that goal commitment mitigates the negative impact of FTOD on team performance. These findings have theoretical and practical implications for managing team performance across different future time orientations.

Building the next generation of researchers: an “EPIC” student mentoring process

PurposeThe purpose of this paper is to describe an intervention-based research mentoring opportunity for higher education students in health- and mental health-related disciplines.Design/methodology/approachThis paper includes a retrospective case study to demonstrate the application of a unique research mentoring method with a voluntary interdisciplinary team of undergraduate and graduate students on a project funded by the National Institutes of Health in the United States of America. The research mentoring experience is described through a pedagogical approach based directly on the focal intervention under study (e.g. GenerationPMTO).FindingsWe present the process of an intervention-based model of research mentoring as a unique opportunity to build student research skills and provide exposure to evidence-based interventions applicable to general health populations. Findings demonstrate the research team’s success in forming a collaborative research mentoring environment, performing key research tasks effectively and making reliable fidelity ratings.Practical implicationsThis paper provides novel insight into an isomorphic process using intervention-based research mentoring as a pedagogy to enhance students’ research skills and application.Originality/valueUnderstanding effective research mentoring approaches can influence the trajectory for future generations of mental health researchers and scholars who may not otherwise be exposed to research in their clinical training programs or courses of study. This paper provides insight and recommendations for how mentors can engage higher education students intentionally in research opportunities using intervention-based research mentoring.

An interprofessional model to improve LGBTQ+ specific cultural competence in dental and pharmacy students.

Disproportionate access to healthcare services among the Lesbian, Gay, Bisexual, Transgender, Queer or Questioning and others (LGBTQ+) population can be partially attributed to the lack of cultural competence among healthcare providers. The aim of this study was to evaluate the impact of an interprofessional model in improving cultural competence and clinical preparedness among dental and pharmacy students for providing LGBTQ+ specific care. This study is a retrospective observational study which used a novel interprofessional model of three different LGBTQ+ focused educational interventions within a group of dental and pharmacy students. The study used pre- and post-surveys, Assessment of Interprofessional Team Collaboration Scale (AITCS-II) and the Team Observed Structured Clinical Encounter (TOSCE) evaluations to assess the effectiveness of the interventions. Descriptive statistics, Fisher's exact test, Wilcoxon signed-rank test, Welch test, Kruskal-Wallis Test, and pairwise Wilcox Test were employed to analyze quantitative data while qualitative insights were gathered from evaluator comments and student feedback. The study evaluated cultural competence among 154 dental and pharmacy students revealing improved cultural humility post-intervention, particularly for dental students although not statistically significant (p>0.05). Students participating in multiple interventions had higher mean scores, but the differences were not significant (p>0.05). Significant differences were found among interprofessional teams of students in the domains of roles and responsibilities (p = 0.039) and patient centered approach (p = 0.039). No significant differences were found in individual scores participation in the teams (p = 0.018). Students also provided positive feedback on the program's impact on their understanding of LGBTQ+ health issues and inclusive care. This program was a novel intervention aimed at improving cultural competence for health professional students in an interprofessional environment Further research in the direction can be useful in creating replicable programs.

Pengaruh Model Pembelajaran Kooperatif Tipe STAD Terhadap Hasil Belajar Kognitif Bahasa Madura Kelas IV SDN Tengket 1

The purpose of this research is to look at the use of the student team achievement division (STAD) type cooperative learning model as an effort to improve learning outcomes in Madurese language subjects, namely "to determine the influence of the student team achievement division (STAD) type cooperative learning model on Madura language cognitive learning outcomes class IV at SDN Tengket 1. Based on the results of the Mann Whitney pretest, it shows that the sig (2-tailed) value is <0.5, namely 0.245. In accordance with the test criteria, if the sig (2-tailed) value is <0.5 then there is a difference or Ho is rejected and Ha is accepted so that there is a difference between the experimental class and control class questions. Meanwhile, the posttest value shows that the sig (2-tailed) value is <0.5, namely 0.011. In accordance with the testing criteria, if the sig (2-tailed) value is <0.5 then there is a difference or Ho is rejected and Ha is accepted. Therefore it can be concluded that the Student Team Achievement Devision (STAD) type cooperative learning model has a quite significant effect on learning outcomes.

Differences between STAD and TSTS Cooperative Learning Models on Mathematics Learning Outcomes for Class X Students at Sultan Iskandar Muda Private High School

This study aims to evaluate the differences in mathematics learning outcomes between students taught using two different cooperative learning models: Student Teams Achievement Division (STAD) and Two Stay Two Stray (TSTS). This research employs a quasi-experimental method with a quantitative approach. Conducted at SMA Swasta Sultan Iskandar Muda Medan, the study involved two sample classes selected using purposive sampling technique. Class X IPA 7 was designated as Experiment I with the implementation of the TSTS model, while class X IPA 5 served as Experiment II with the STAD model. Data were collected through observation sheets and learning outcome tests consisting of 5 essay questions. Data analysis was performed using t-test with the Independent Sample T-Test technique via IBM SPSS 27 software. The results indicated that the average score of the class taught using the TSTS model was 81.00, while the class taught using the STAD model scored 74.27. Hypothesis testing showed a of 3.128 and a value of 1.672 with a significance level of 0.003 0.05, leading to the rejection of H0 and the acceptance of Ha. In conclusion, the mathematics learning outcomes of students taught with the TSTS cooperative learning model are higher compared to those taught with the STAD cooperative learning model.

"I Say I'm Kind of Out": An Insider Qualitative Study of Queer Medical Students.

United Kingdom Queer medical students' experiences have only been explored in depth in one previous study, despite longstanding calls to address National Health Service queerphobia. The study aims to combine our participants' data with personal insights from the Queer medical student research team to both record Queer medical students' experiences and provide practical actions that can promote support, inclusivity and celebration for Queer medical students. Individual semi-structured interviews were conducted with 12 participants across three medical schools in England and Scotland. Inductive thematic analysis was conducted. Insider insights were combined with analysis to generate practical advice for educators. Participants had a broad range of Queer identities, including non-binary, bisexual and asexual identities. Four themes were identified, as well as a table of practical advice: Developing a unified Queer medical student identity: the cognitive and emotional process of aligning Queer and medical student identities; A culture of discrimination: actions occurring at cultural, system and individual levels that result in negative queerphobic experiences; A counterculture of support: representation and support provided by Queer faculty and doctors and Queer friends, and in curriculum material; Belonging and not belonging: thoughts and feelings of acceptance and value within academic, clinical and social environments. Queer medical students continue to experience discrimination despite calls for change. We suggest a deeper cultural reimagination of belonging as a Queer medical student, alongside practical support from educators to create this, is needed to improve Queer medical students' experiences.

Cultivating anti-racism in the classroom and beyond through collaborative learning in the environmental sciences

AbstractSpurred by nationwide protests against anti-Black violence in the summer of 2020, academic departments across the USA saw an uptick in efforts to integrate belonging, diversity, equity, justice, and inclusion initiatives into their programs. In this vein, graduate students in the Department of Environmental Science, Policy, and Management at the University of California, Berkeley, developed and led a semester-long course, “Critical Engagements in Anti-Racist Environmental Scholarship.” The course cultivated anti-racist mindsets through collaborative learning and action projects. We designed and taught the class as a team of doctoral students, and course participants consisted of faculty, staff, postdoctoral scholars, and other graduate students, thus disrupting traditional academic power structures. In this article, we draw on our experiences from two years of developing and teaching this course. We begin by outlining our theory of change, depicted as a tree rooted in our pedagogical approach, which ultimately bears the fruit of anti-racist mindsets and actions. We then provide an overview of our pedagogical approach, which includes attending to the roots of curriculum, classroom structures, and teaching practices. Next, we highlight the four key elements of the course’s success: (1) Centering Black voices and experiences, (2) Flattening academic hierarchies, (3) Fostering a community of learners, and (4) Developing action-oriented mindsets to sustain long-term anti-racist praxis. To conclude, we reflect on the successes and challenges of this approach two years later. Overall, this article shares our experiences conducting an environmental sciences-specific version of this course, with the understanding that this model can be adopted by other departments seeking to implement anti-racist praxis through coursework and long-form professional development training for academics.

An investigation into student participation in extra-curricular activities

This quantitative research is investigating what motivates students to participate in STEM-related extra-curricular activities, how does the level of their motivation change over time, and what barriers are there to participating in extra-curricular activities, including hackathons? The entire undergraduate engineering student population at a large Canadian university were invited to complete an anonymous online survey. This survey asked a comprehensive set of demographics questions, in addition to questions about their participation in extra-curriculars, including questions about why they are participating, why they may have stopped participating, or why they have never participated. More than 700 responses were collected on student participation in extra-curricular activities. Statistical analyses revealed there are differences in how underrepresented communities within engineering participate in technical and non-technical extra-curricular activities. The key findings of this research suggest that gender and sexually diverse populations continue to be underrepresented in STEM environments, especially in engineering student design teams.

Free to Read: Banned Books Week 2023 at Georgia Southern University

In 2023, the student outreach team at Georgia Southern University Libraries capitalized on the rising challenges against books in the U.S. by organizing Banned Books Week programming on two of their campuses. The initiative, funded by the Judith F. Krug Memorial Fund, aimed to enhance students' understanding of censorship and intellectual freedom through interactive displays, a scavenger hunt, and an open mic night. Feedback for the events highlighted its effectiveness in engaging students with the principles of the First Amendment and fostering information literacy. Programming not only engaged students in evaluating controversial literature, but also in discussing the broader implications of book bans. Partnerships with campus departments like the Office of Multicultural Affairs amplified the reach and impact of the events. The success of the 2023 initiative encourages future annual repeats, with plans to involve more academic departments and address censorship across various disciplines. This article underscores the continuing relevance of Banned Books Week as a vital educational tool in academic environments challenged by increasing censorship efforts.

Developing a Biomedical Stakeholder Café: Process, Development, Implementation and Lessons Learned

Developing and facilitating opportunities for students to engage with stakeholders in ways that are meaningful and educational is challenging in academic settings. This work presents a student-stakeholder interactional model designed as an event to support upper-year engineering students during the needs assessment phase of the design process. Key elements of this model include stakeholder recruitment, student design team applications, student-stakeholder matching, preparatory student workshop, and student-stakeholder conversations. Additional critical considerations include financial support, event logistics, and scheduling and coordination of stakeholders and students. This model was implemented successfully in Fall 2023 as the Biomedical Stakeholder Café that supported over 100 students within 23 teams to connect with stakeholders. Model elements, including applications and preparatory workshop, addressed known issues with facilitating student-stakeholder interactions including students developing goals and successfully interacting with stakeholders. Organizational challenges related to time commitment and long-term funding are an area of on-going work and consideration.

Major Design Capstone Projects: A Multidisciplinary Teaching and Learning Approach

Before 2020, Major Design Capstone Project (MDCP) courses in Mechanical Engineering and in Electrical Engineering and Computer Engineering departments involved teams of students engaged in capstone projects, which often required expertise beyond the scope of their disciplinary training. With the new robotic program, the purpose of the new multidisciplinary MDCP courses is to develop a unified framework that enables mechanical, electrical, computer and robotic engineering students to effectively work together by combining the disciplinary expertise required to achieve their projects. The multidisciplinary MDCP framework involves an open call for project ideas, multidisciplinary assessments by groups of students, three courses over the last three semesters of their undergraduate curricula, multidisciplinary team teaching, and skill-based evaluations. The resulting capstone projects improve in quality, efficiency, and complexity. Having the opportunity to combine their expertise with other engineering fields creates a real teamwork learning experience that enhances students preparation for their future professional practice.

Enhancing Sustainable Engineering Education with Codesign and Script Concordance: A work in progress

This paper introduces a new approach to engineering education that integrates script concordance and codesign principles in a sustainable production course. The engineer's role constantly evolves amid the uncertainty of dynamic challenges, necessitating the development of reasoning skills during their education. Script concordance assesses clinical reasoning skills under uncertainty, while codesign is a participatory method involving stakeholders in the design process. A collaborative team of students (bachelor and master), lecturers, professors, and pedagogical experts to design script concordance scenarios in a sustainable development context. We conducted several workshops to co-create and validate the scenarios, which covered topics such as multidisciplinary, multi-criteria analysis, multidimensional reasoning, and ontology. The desired results are for students to be able to describe their reasoning plausibly and to justify it in problems where no precise answers enable causal relationships. This will bridge the gap between theory and practice that employers may observe in the field of engineering.

Participants' Experience with Gamification Elements of a School-Based Health Promotion Intervention in Italy: A Mixed Methods Study.

Gamified interventions consist of a combination of game elements designed to motivate and engage users, thus addressing issues of participant low participation and enthusiasm in interventions. Gamification does not work well in all situations and its success depends on the context and target users. However, there is a lack of research on analog health interventions. Qualitative and quantitative data were collected in parallel to examine participants' experiences with Food Game, an analog gamified intervention designed to promote healthier and more sustainable food choices among high school students. Teams of students compete to complete peer-led thematic challenges. Sixty-four students from the 2022/23 edition participated in focus group interviews (N = 11), and 119 completed a survey (56.1% response rate) with indicators of responsiveness and perceived motivational impact of the program's five game elements. Results indicate a relatively high level of engagement with the program. Students valued Food Game because it gave them the opportunity to demonstrate their sense of agency and autonomy and to work in a group with their peers, thus addressing basic needs for competence, relatedness, and autonomy as described by Self-Determination Theory and providing an empowering experience. The least motivating game element in the Food Game was the leaderboard and inter-team competition. Focus group data confirmed students' ambivalence about the competition embedded in the program and pointed to potential unintended consequences, including inter-team conflict, stress, and reduced intrinsic motivation to play. The strengths and weaknesses of Food Game approach to gamification are discussed, along with implications for prevention research and practice.

Youth Protagonism: Promoting a Culture of Peace at School Through Socio-Emotional Development

Numerous situations in schools highlight the urgency of work fo-cused on socio-emotional development. Educational institutions should incorporate subjects into their curriculum that promote a culture of peace. Schools should serve as collective environments for practicing dialogue and respecting for diversity. Method: a teamwork strategy was structured to help students learn respectful coexistence and to develop conflict-solving skills among peers. This doctoral research employed a qualitative-quantitative ap-proach, using the case study method to understand the importance of such school project. Preliminary results: this study elucidates the needs of adolescents and describes how teamwork can effectively teach peer conviviality and social skills. The final analysis of the thesis is ongoing but contributes to the argument for socio-emotional development in schools. It highlights the need to imple-ment student training projects that promote youth leadership, con-flict resolution, and a culture of peace. After the implementation of the help teams, 59% of the students recognized that the school has student teams to help resolve peer conflicts. Additionally, some students who had social difficulties increased their engagement at school throughout the project.

Practical Training of Students through Student Groups in the GAU of the Northern Urals

The article presents the experience of practice-oriented personnel training in agricultural educational institutions together with enterprises of the agro-industrial complex of the Tyumen region. The quality of training in agricultural universities does not always meet expectations, employers believe that students lack practical skills in their future professional field, which increases the time for adaptation in production during their employment. This requires new approaches to the organization of practical training, new methods and forms of classes. One of the attractive forms of obtaining practical skills is working in student teams. The purpose of the article is to analyze the state of knowledge of the problem of practical training of middle-level specialists in the scientific literature. Methodology and methods of research. General logical and theoretical research methods were used in the work – analysis of reference, encyclopedic and scientific literature on the research topic, synthesis. The results of the study. The normative documents of the Ministry of Education of the Russian Federation note that practical training in the implementation of educational programs of vocational education is focused on improving the model of practice-oriented training of middle-level specialists, strengthening the role of employers in the educational process, modeling conditions directly related to future professional activities; formation, consolidation, development of practical skills and competencies that meet the qualification requirements of employers. This article discusses the problems of the formation of professional competencies that arise in the learning process for students of the GAU of the Northern Trans-Urals. Conclusion. Considering the activities of Russian student groups as a means of professional development and formation of an active personality of university students, the directions of work of student groups are revealed.

IMPLEMENTASI MODEL PEMBELAJARAN STAD DALAM MENINGKATKAN HASIL BELAJAR PENDIDIKAN AGAMA KATOLIK SISWA SMP ST YOSEPH MEDAN

This research aims to analyze the implementation of the STAD (Student Teams Achievement Division) learning model in improving student learning outcomes in Catholic Religious Education at St. Yoseph Middle School, Medan. The study was conducted at St. Yoseph Middle School using a qualitative approach. A total of 10 informants, consisting of teachers, students, and educational staff, were selected as primary data sources. Data were collected through direct observation, in-depth interviews with informants, and documentation of learning activities. The findings indicate that the application of the STAD model enhances student motivation, active participation in group discussions, and their understanding of Catholic religious teaching material. Interaction and collaboration within groups encourage students to express their opinions more confidently and assist each other in comprehending the material. However, challenges such as differing levels of understanding among group members can be addressed through teacher guidance. This research demonstrates that the STAD learning model is effective in creating an interactive learning environment and improving students' learning outcomes in Catholic Religious Education.

КОМБІНОВАНА МОДЕЛЬ ПРОЦЕСУ РОЗРОБЛЕННЯ АПАРАТНО-ПРОГРАМНОГО МОДУЛЯ ОБРОБКИ ДАНИХ СТУДЕНТСЬКОГО НАНОСУПУТНИКА CUBESAT

The CubeSat nanosatellite concept has been a game-changer in the field of space science research and the development of cutting-edge space technologies. The primary factors for their success are low cost, relative simplicity of production, and predictable lifecycle. CubeSats are highly important for preparing future engineers: bachelor's and master's students of aerospace universities. Therefore, the use of CubeSats is a cost-effective way to explore near space and conduct scientific work. However, there are many issues related to the effective development of software, ensuring software quality at the system level, maintenance, and reuse of software code. The advantages and disadvantages of both classical and modern agile (Agile) software development lifecycle models are considered. To enhance flexibility and reduce the complexity of CubeSat projects, a combined model for the development of a hardware-software data processing module is proposed, which combines the advantages of two models: the waterfall model for hardware development and the agile model for software development. For a comprehensive assessment of the combined model of the data processing hardware-software module development process, the SWOT analysis methodology is used, which is a popular strategic planning tool. For its implementation, the strengths and weaknesses, external opportunities, and threats of the combined model of the data processing hardware-software module development process were formulated. The proposed combined model will allow student teams with limited experience to develop hardware-software data processing modules with minimal risks, ensuring code reuse and increasing the attractiveness of student CubeSat projects.

Together with Well Done Crochect, Knitting the Hope of Free Orphaned Middle School Teachers

This community service activity was carried out by a team of lecturers and students from the Faculty of Economics and Business and the Faculty of Engineering, Pamulang University with Well Done Crochet partners with grant funding from the Ministry of Education and Culture of The Republic of Indonesia . The aim of this activity is in line with the first sustainable development goal, namely ending poverty in all forms throughout the world. The focus of this goal is on efforts to eradicate extreme poverty and empower those living in vulnerable conditions. The establishment of Well Done Crochet was initially to provide additional income for free school teachers for orphans. The methods or stages used are Identification of Partner Needs, Design and Procurement of Equipment. Operational Testing of Equipment, Operational Assistance, Technology Dissemination to the community/partners, Training, Mentoring, and Monitoring and Evaluation. After going through several stages of these activities, improvements were achieved, including: (a) increasing the skills of knitting teachers regarding various knitting techniques using sentro knitting machines, knitting net bags and needle punch techniques, (b) increasing teachers' knowledge about Business. Canvas and Design thinking models, (c) increasing the knowledge of Well Done Chrochet students about entrepreneurship. This service activity can be said to have succeeded in increasing the creativity of teachers and students to maximize entrepreneurial activities in the craft sector as additional income

Assistance for Pregnant Women with Chronic Energy Deficiency to Improve Nutritional Status

Chronic energy deficiency (CED) in pregnant women is a major risk factor contributingthe poor nutritional status of mothers and their unborn babies. Promotive efforts are needed to improve maternal health status during pregnancy This community service activity was carried out by a team of students from Tanjung Karang Polytechnic along with Pekon Srikaton officials and Adiluwih Health Center, health workers. The purpose is to conduct educational and mentoring programs in an effort to improve nutritional status of pregnant women suffering from chronic energy deficiency (CED). The implementation of community service activities uses observation, counseling, and family empowerment methods. The targets of activity were 2 pregnant women suffering from CED. Assistance is carried out for 20 days for pregnant women starting from data collection, introspective surveys, health checks and education for pregnant women. This activity gave positive results as evidenced by weight gain of pregnant women and behavioral changes in food consumption. In conclusion, intensive and sustainable assistance has a significant positive impact. Pregnant women experienced an increased understanding of the importance of adequate nutrition during pregnancy, changes in a more balanced diet, and an increase in body weight