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The course ran smoothly throughout the semester. In the earlier phases, the daily schedule was quite full, but later on their was plenty of time for teamwork. One feedback from the students that will be implement next year, is to lump classroom activities and facilitation exercises together, so that there's more uninterrupted time for group work. We faced some challenges when either of the village supervisors was unexpectedly absent, but this was remediated by the resourcefulness and independence of the learning assistants. Throughout the semester, there was a positive atmosphere in the classroom, and most students reported that the course exceeded their expectations.

In general, all project reports had a very good level of content. All groups selected their topics within the first few days of brainstorming. The groups where given an introduction to four main topics. Based on this, they developed and refined their specific projects. As the groups where very free to choose topics, an important part of their start-up phase and team-building revolved around agreeing on a topic, then forming a project within it which suited all students interdisciplinary skills. All groups learned a lot about team processes, and the value of reflection for improving their teamwork skills. Facilitation by the learning assistants felt slightly uncomfortable at first, but became more familiar throughout the course. Facilitation exercises further helped to improve and work on teamwork skills. All groups delivered good to excellent project- and process reports, and fulfilled the learning outcomes for the course.

Based on last year's feedback, we implemented the following changes:<ul><li>explain the role of the learning assistants more often (repetition)</li><li>emphasis on constructive rather than negative feedback</li><li>send out schedule for the village days beforehand</li></ul>

NTNU:TIA:REST

Institutt for biologi

Department of Biology

Engelsk

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Eksperter i team - Saving the World is not Rocket Science

Biologi

Teknologiske fag

Biologi - masterstudium

Biology (Master's Programme)

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The data on which this report builds:The data for this report builds on the work done by five groups, consisting of 4-5 students per group. The village consisted of 22 students from 12 different countries, and 16 different study programs.

In Experts in Teamwork, the student will learn to communicate and cooperate in a way that enables him or her to contribute to comprehensive solutions, job satisfaction and learning in interdisciplinary project work later in their professional life.This means that:<ul><li>Students can reflect on how their teamwork is influenced by their own behaviour patterns and attitudes, as well as those of others.</li><li>Students can apply relevant concepts and fundamental group theory to develop a perspective on their own specific collaborative situations.</li><li>Students can analyse their teamwork, and on the basis of their insight reflect on how they communicate, plan, decide, accomplish tasks, handle disagreements and relate to professional, social and personal challenges.</li><li>Students can take initiatives (actions) that encourage cooperation, and they can change their patterns of interaction if necessary.</li><li>Students can provide feedback to others in the team in constructive ways, and reflect on feedback from the team.</li><li>Students have extended their perspective on their own specialized knowledge in their encounter with skills from other disciplines. They can communicate and apply skills they have developed in their own field in collaboration with students from other disciplines.</li></ul>Students can collaborate with people from other disciplines, and they can contribute to realizing the potential of their combined interdisciplinary expertise.

Quality of the project part of the course, as evaluated by the village supervisor:In general, all project reports had a very good level of content. All groups selected their topics within the first few days of brainstorming. As all teaching started in a digital format, it was more difficult for some groups to get to know each other. When restrictions were softened during the semester, each group was given the opportunity to decide if they wanted to work from home or in class (i.e., a hybrid solution). Students have admitted that it was a bit difficult to begin with, but adapted quite effectively to the situation. The groups where specifically given four main topics they could choose from. After which they could come up with their own project. All topics where to some degree chosen by the students, primarily because one group decided to cover all topics by creating a podcast with four episodes which covered each topic. As the groups where very free to choose topics, an important part of their start-up phase and team-building revolved around agreeing on a topic, then forming a project within it which suited all students interdisciplinary skills. Quality of the process part of the course, as evaluated by the village supervisor:The students had a more varied opinion to the idea of reflecting throughout the course. In the process reports, the students reflect on their appreciation on the facilitation provided by the learning assistants. Although it was more often referred to as uncomfortable when the learning assistants appeared in the sub-groups. The students also reflected on the value of learning to give constructive feedback through the 2+1 and SITRA exercise. The groups emphasized that it was harder to focus throughout the day on a digital platform. Additionally, it was difficult to interpret the team members opinion, emotions and motivation on the digital platform. However, it was also beneficial as they could work in a more calm atmosphere as they would be no background noise within their own sub-groups in Zoom.

Action plan. Measures with responsibilities to follow up and deadline for completion of such:As there was a general concern from the groups last year that they received a limited set of guidelines for how the reports should be written, we gave more clear guidance and feedback on drafts prior to hand-in. In individual cases, some groups had misunderstood the purpose of the reports, and misinterpreted that the project and process report were supposed to describe a project (as opposed to being the product). As of now, all reports have been graded, both by village supervisors and external reviewers.

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Eksperter i team - Saving the World is not Rocket Science - BI2098