Teaching And Assessing Teaming Skills In A Senior Level Design Course

Brackin, Patricia; Williams, Julia

doi:10.18260/1-2--9849

Cited by 4 publications

(4 citation statements)

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“…• Collaboration, communication, conflict management, and self management [20] • Sharing of responsibilities and duties, performing different roles, analyzing ideas objectively, discerning feasible solutions, developing strategies for action, and building consensus [21] • Strategies and skills for productive negotiation [22] • Giving and receiving safe and constructive peer feedback [23][24][25] • Reflection and self-assessment of teamwork [10,[26][27] • Developing shared understanding of expected team interactions (roles/responsibilities, information sources, interaction patterns, communication channels, role interdependencies, and information flow). [28] Davis et al [9] summarized the many skills and attributes of effective teams into four areas of performance.…”

Section: Teamwork Principlesmentioning

confidence: 99%

Building Student Capacity for High Performance Teamwork

Davis¹,

Ulseth²

2013 ASEE Annual Conference &Amp; Exposition Proceedings

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is Emeritus Professor of Chemical Engineering and Bioengineering at Washington State University. For two decades he taught capstone design courses with multidisciplinary teams and developed instructional materials and assessments that enhance student team success. He is a Fellow of ASEE and an active consultant on engineering design education. Mr. Ronald R Ulseth P. E., Iron Range Engineering Ron Ulseth directs and instructs in the Iron Range Engineering program in Virginia, Minnesota and he teaches in the Itasca Community College engineering program in Grand Rapids, MN. He was instrumental in growing the Itasca program from 10 students in 1992 to 160 students in 2010. In 2009, he worked with a national development team of engineering educators to develop the 100% PBL curriculum used in the Iron Range model. He has successfully acquired and managed over $10 million in educational grants including as PI on 7 grants from NSF. He has been in the classroom, teaching more than 20 credits per year to engineering students for more than 20 years. His specific areas of expertise are in active learning, faculty development, and learning community development. He has been awarded the 2012 Progress Minnesota award, 2012 Labovitz Entrepreneurialism award, and 2012 Innovator of the Year award from the Rural Community College Alliance all for his work in developing the Iron Range Engineering program. His degrees are in civil engineering (B.S., University of North Dakota), and mechanical engineering (M.S., University of Central Florida). He is licensed as a professional engineer in the state of Minnesota

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Section: Teamwork Principlesmentioning

confidence: 99%

Building Student Capacity for High Performance Teamwork

Davis¹,

Ulseth²

2013 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Company and student names have been omitted. [7] Sample 1: "Throughout our design process I have helped in many ways. I have come up with new and different ideas to help our group solve the design problem presented to us.…”

Section: Proceedings Of the 2002 American Society For Engineering Education Annual Conference And Expositionmentioning

confidence: 99%

Methods Of Assessing Student Learning In Capstone Design Projects With Industry: A Five Year Review

Brackin¹,

Gibson²

2002 Annual Conference Proceedings

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The benefits of company sponsored student design projects, both to academia and to industry, have been well established recently in symposia and in publications. However, assessing these benefits in order to improve the students' experiences can be difficult. This paper discusses techniques of assessment used to improve student learning over the past five years in capstone design courses at Rose-Hulman Institute of Technology. The student teams work together to create solutions to design problems defined by companies. These projects are "owned and managed" by the student teams with company contacts providing appropriate data and information and with faculty serving as advisors only. Mistakes made by the teams therefore are sometimes inevitable but this is considered to be pedagogically an important lesson in design. The students must interact not only with their company but also with their team mates in order to accomplish team goals. The assessment of these important interactions and the resulting changes to the courses are discussed.Traditionally, design reports alone have been the method by which the students' performance is judged in typical capstone design courses. However, this limits the ability of the faculty to determine the students' interaction with their companies and also with their peers. The desire to evaluate teaming skills as well as technical competence led the authors to investigate different approaches for assessing student learning. In this paper, the authors demonstrate the use of company evaluations, status reports, student self-assessments, peer reviews, and oral reports, as well as design reports to quantify student performance both as team members and design engineers. These methods will be discussed and examples presented showing how the results can be used to improve individual student performance on industrial design projects.

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“…Researchers have reported on important educational questions, but their methods are disconnected from practical day-to-day use in the workplace or the design studio 3,4,5,6 . Authors who have explored issues in program assessment have used design journals and student portfolios to assess design team skills as well as attributes of design products 7,8,9 . There are also some assessment tools that are highly studentcentered and provide real-time feedback 10 .…”

Section: Introductionmentioning

confidence: 99%