Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Given their role as team leaders, and the centrality of their communication efforts, nurses are in a unique position to enhance the performance of the patient-care team and ultimately influence patient outcomes (Apker, Propp, & Ford, 2005). Extant literature supports that communication plays a pivotal role in team effectiveness, and also that nurses play a pivotal role as leaders of the patient-care team. However, the impact of nurse communication on team outcomes has not yet been investigated. Thus, this study explores the relationship between nurse-team communication and patient-care team performance. The nurse-team communication processes of ensuring decision quality and promoting team synergy were both found to significant, positive predictors of team performance, accounting for 45% of the variance in team patient-care outcomes.

Publication Type: Invited Paper

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study proposes endorsement and authorization as two social construction mechanisms of team supervisors’ legitimacy among key team stakeholders. Endorsement is the support of supervisory legitimacy by team members, whereas authorization is the support of the legitimacy by management at the higher hierarchical level. Drawing upon these social construction mechanisms of legitimacy, this study hypothesizes that (1) beyond the personal belief on the legitimacy, a team member who observes that other team members endorse and the management authorizes the supervisor will perceive the supervisor’s authority more legitimate; (2) in team settings, the effect of endorsement on legitimacy will be greater than that of authorization; and (3) the constructed legitimacy will mediate the effects of endorsement and authorization on team effectiveness (e.g., team efficacy and team commitment). The hypotheses were tested in a sample of 320 respondents from 53 teams. The results provide an overall support of the hypotheses. As predicted in Hypothesis 1, endorsement and authorization were the significant mechanisms enhancing legitimacy beyond personal beliefs. In support of Hypothesis 2, the effect of endorsement on legitimacy was greater than that of authorization. Also supporting Hypothesis 3, the mediating effects of legitimacy on team efficacy and commitment were significant. The implications of these findings are discussed in more detail in the conclusion.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Given that there is a large body of evidence that active learning methods yield improved learning outcomes and retention, we strive to make our calculus courses more active. Towards this goal, we employ in-class cooperative learning activities in which students work in teams to solve fundamental problems in calculus. In this talk, we will focus on a particular method for team selection that requires the students to exhibit an understanding of specific calculus concepts. We will describe some of the team-forming activities that we have created and implemented in our calculus courses.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: New public relations practitioners are expected to collaborate and work in teams, but faculty typically do not model teamwork in the classroom. This case study demonstrates how team teaching can effectively teach teaming by example in public relations skills courses.
Team teaching is more work, not less, and it pulls grumbling students from their comfort zones. However, the greater effort of team teaching comes with significant payback for both teachers and students. With team teaching, educators can move from isolation to a higher level of collegiality, they can teach from their strengths, and they can become better teachers in general. Students benefit from the expertise of multiple mentors and the broadening of multiple perspectives. And dealing with multiple teachers helps prepare students to deal with multiple clients.
Flexibility, ego check, communication and a spirit of adventure are the most important factors in assembling a teaching team. Despite the extra effort required for team teaching, outcome competencies are improved and, despite initial resistance, students applaud team teaching.