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A Tale of Two Courses: Exploring Teaching Teamwork through Experiential Team Projects

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Title: A Tale of Two Courses: Exploring Teaching Teamwork through Experiential Team Projects
Language: English
Authors: Laura Greenhaw (ORCID 0000-0002-1562-9798), Ana Martin-Ryals (ORCID 0000-0003-3867-2219), Jonathan Orsini (ORCID 0000-0001-9473-6550)
Source: Journal of Agricultural Education. 2025 66(2).
Availability: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/index.php/jae/index
Peer Reviewed: Y
Page Count: 16
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Teaching Methods, Teamwork, Experiential Learning, Student Projects, Planning, Psychological Patterns, Safety, Skill Development, Course Objectives, Student Satisfaction, Learning Processes, Group Dynamics
DOI: 10.5032/jae.v66i2.2757
ISSN: 1042-0541
2162-5212
Abstract: According to employers, college graduates should possess interpersonal skills including the ability to work in and lead teams. Many instructors incorporate group projects in their courses to encourage student development of teamwork and leadership skills through experience. Research suggests, however, these skills must be taught explicitly. To test this, we explored overt and covert approaches to teaching teamwork in classes implementing experiential learning through team projects. We assessed individual and team-level outcomes at the beginning and end of a 16-week semester across both courses. Students receiving overt instruction reported significant increases across all five measured domains of individual teamwork skills. Students receiving covert instruction reported significant increases in only one domain, project planning. For team level outcomes, only students receiving covert instruction showed a significant increase in psychological safety over the course of the semester. The major implication of this research is if individual teamwork skill development is a course learning objective, instructors should consider explicitly teaching teamwork. Further research is needed to investigate the limited change in student team-level outcomes between overt and covert teamwork teaching approaches.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489059
Database: ERIC
FullText Text:
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  Data: A Tale of Two Courses: Exploring Teaching Teamwork through Experiential Team Projects
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  Data: <searchLink fieldCode="AR" term="%22Laura+Greenhaw%22">Laura Greenhaw</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1562-9798">0000-0002-1562-9798</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ana+Martin-Ryals%22">Ana Martin-Ryals</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3867-2219">0000-0003-3867-2219</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jonathan+Orsini%22">Jonathan Orsini</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9473-6550">0000-0001-9473-6550</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Agricultural+Education%22"><i>Journal of Agricultural Education</i></searchLink>. 2025 66(2).
– Name: Avail
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  Data: American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: https://jae-online.org/index.php/jae/index
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  Data: Y
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  Data: 16
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Teamwork%22">Teamwork</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Planning%22">Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Safety%22">Safety</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Objectives%22">Course Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Satisfaction%22">Student Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Dynamics%22">Group Dynamics</searchLink>
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  Data: 10.5032/jae.v66i2.2757
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  Group: ISSN
  Data: 1042-0541<br />2162-5212
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: According to employers, college graduates should possess interpersonal skills including the ability to work in and lead teams. Many instructors incorporate group projects in their courses to encourage student development of teamwork and leadership skills through experience. Research suggests, however, these skills must be taught explicitly. To test this, we explored overt and covert approaches to teaching teamwork in classes implementing experiential learning through team projects. We assessed individual and team-level outcomes at the beginning and end of a 16-week semester across both courses. Students receiving overt instruction reported significant increases across all five measured domains of individual teamwork skills. Students receiving covert instruction reported significant increases in only one domain, project planning. For team level outcomes, only students receiving covert instruction showed a significant increase in psychological safety over the course of the semester. The major implication of this research is if individual teamwork skill development is a course learning objective, instructors should consider explicitly teaching teamwork. Further research is needed to investigate the limited change in student team-level outcomes between overt and covert teamwork teaching approaches.
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  Data: 2025
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  Data: EJ1489059
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1489059
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.5032/jae.v66i2.2757
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: College Students
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Teamwork
        Type: general
      – SubjectFull: Experiential Learning
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      – SubjectFull: Student Projects
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      – SubjectFull: Planning
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Safety
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      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Course Objectives
        Type: general
      – SubjectFull: Student Satisfaction
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      – SubjectFull: Learning Processes
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      – SubjectFull: Group Dynamics
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      – TitleFull: A Tale of Two Courses: Exploring Teaching Teamwork through Experiential Team Projects
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            NameFull: Jonathan Orsini
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              Y: 2025
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