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Table 2 Results on team members’ responses on achieving each team outcome

From: Team-based instructional change in undergraduate STEM: characterizing effective faculty collaboration

 

Physics

Material Science

Biology

Engineering-I

Engineering-II

Engineering-III

Quality of instructional changes

+

+

\(\bigotimes \)

–

+

\(\bigotimes \)

Sustainability of instructional changes

+

+

+

+

+

+

Individual changes

+

+

+

–

+

+

Collaboration changes

+

+

+

–

+

\(\bigotimes \)

  1. (+) and (–) indicate that team members’ perspectives agree on positive or negative outcomes, respectively. Positive outcomes mean that (i) the team has achieved or is making good progress towards its initially desired goals (quality of instructional changes), (ii) keeps meeting to sustain the instructional changes or plans to keep meeting to achieve new goals (sustainability of instructional changes), (iii) team members have personally benefited from their participation in the team (individual changes), and (iv) team’s ability to collaborate has improved (or remained optimal) and capacity of teams member to collaborate in the future (collaboration changes). Also, (\(\bigotimes \)) indicates misalignment in team members’ perspectives with respect to the above outcomes.