Building Engineering Professional and Teamwork Skills: A Workshop on Giving and Receiving Feedback

Abstract

is a Faculty lecturer (Graduate Attributes) in the department of civil and environmental engineering at the University of Waterloo. Dr. Al-Hammoud has a passion for teaching where she continuously seeks new technologies to involve students in their learning process. She is actively involved in the Ideas Clinic, a major experiential learning initiative at the University of Waterloo. She is also responsible for developing a process and assessing graduate attributes at the department to target areas for improvement in the curriculum. This resulted in several publications in this educational research areas. Dr. Al-Hammoud won the "Ameet and Meena Chakma award for exceptional teaching by a student" in 2014 and the "Engineering Society Teaching Award" in 2016 from University of Waterloo. Her students regard her as an innovative teacher who continuously introduces new ideas to the classroom that increases their engagement.

Two Student Workshops on Identifying and Resolving Teamwork Conflict

“…Each of the six modules were designed to integrate seamlessly into courses with large or lengthy design projects, with the goal that students apply what they learn directly to their team processes and team projects. This paper continues to expand on work that has been published about the first four teamwork modules in the series: introduction to team processes [3], communication in teams [3], introduction to conflict management [4], and giving and receiving feedback [4], [5]. The integration and applicability of two modules that address team conflict: the previously mentioned "introduction to conflict management" as well as "conflict resolution and management" are explored.…”

“Adding Stuff From Other People”: How Peer Comparison Influences Conceptual Modeling in Precollege Engineering Contexts

“…Peer comparison can be useful for engineering design contexts where students approach the task in diverse ways. Peer comparison can accustom students to the real-world practice of sharing understanding of the engineering design context [32]. Even more, peer comparison activities support student in realizing their peers are a source of knowledge and support [33], [34].…”