Snapshots of team functioning: development and validation of the team member perceptions of instructional change collaborations (TM-PICC) survey

Abstract

Team-based efforts to improve undergraduate STEM instruction have many potential advantages over individually-focused efforts. Team-based instructional change efforts can address broad student learning challenges across degree plans and/or enable changes to develop and solidify over multiple semesters. Instructional change teams can also function as communities of practice that support individual members’ learning about STEM teaching and learning. Yet not all teams are equally successful, and a dysfunctional team can result in perceptions of wasted time, energy, and resources. In our prior work, we used grounded theory to develop a model that describes instructional change team functioning. The model includes key aspects of how teams are set up, how team members collaborate, and the team outcomes. Building on this model, we developed the Team Member Perceptions of Instructional Change Collaborations (TM-PICC) survey and collected pilot data to examine its factor structure and initial validity. The pilot survey was completed by 219 team members across 34 instructional change teams at nine institutions. The survey contained 67 items spanning Team Inputs, Team Processes, Emergent States, and Team Outcomes. In this study, we focus on the Team Processes and Emergent States portions of the instrument and conducted exploratory factor analysis on 39 items representing these constructs. Exploratory factor analysis supported a two-factor structure for Team Processes and a three-factor structure for Emergent States. The Team Processes domain was represented by the factors Communication and Decision-Making Clarity and Team Commitment, while the Emergent States domain was represented by Team Cohesion, Psychological Safety, and Shared Vision. All five factors demonstrated strong internal consistency and aligned closely with the underlying theoretical model. The final Team Processes and Emergent States models explained 54% and 65% of the variance, respectively. We also demonstrate the practical application of the TM-PICC survey through an example team report designed to provide actionable feedback to instructional change teams. The TM-PICC survey provides a research-informed instrument for evaluating and supporting instructional change teams in undergraduate STEM education. In addition to informing team development and improvement efforts, the survey offers a foundation for future research examining the factors that contribute to successful instructional change collaborations.