Improving the Perceived Utility Value of Teamwork and Collaboration among STEM Undergraduates
Author:
Funder
Mahoney Family Sponsorship
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10763-024-10471-5.pdf
Reference57 articles.
1. Andersen, L., & Ward, T. J. (2014). Expectancy-value models for the STEM persistence plans of ninth-grade, high-ability students: A comparison between Black, Hispanic, and white students. Science Education, 98(2), 216–242. https://doi.org/10.1002/sce.21092
2. Bailey, J., Read, J., Linder, B., & Neeley, L. (2021). Interdisciplinary team-based learning: An integrated opportunity recognition and evaluation model for teaching business, engineering and design students. Entrepreneurship Education and Pedagogy, 4(2), 143–168. https://doi.org/10.1177/2515127420979190
3. Bedwell, W. L., Wildman, J. L., DiazGranados, D., Salazar, M., Kramer, W. S., & Salas, E. (2012). Collaboration at work: An integrative multilevel conceptualization. Human Resource Management Review, 22(2), 128–145. https://doi.org/10.1016/j.hrmr.2011.11.007
4. Belge Can, H., & Boz, Y. (2016). Structuring cooperative learning for motivation and conceptual change in the concepts of mixtures. International Journal of Science and Mathematics Education, 14(4), 635–657. https://doi.org/10.1007/s10763-014-9602-5
5. Bettencourt, G. M., Wells, R. S., Auerbach, S. M., Fermann, J. T., & Kimball, E. (2023). How STEM undergraduates choose, navigate, and integrate interdisciplinarity in college and beyond. The Journal of Higher Education, 94(2), 174–199. https://doi.org/10.1080/00221546.2022.2131964
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