Teamwork and ABET Review: A Template for Assessment

Perusich, Karl; Davis, B.; Taylor, Kevin

doi:10.1007/978-90-481-3656-8_64

Cited by 5 publications

(2 citation statements)

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“…Despite the fact that there is a consensus regarding teamwork as an essential component of engineering education [3][4][5]17] teamwork skills seem hard to define [18,19]. Engineering faculty tend to teach teamwork skills in less structured ways than other constructs such as effective communication [19].…”

Section: Teamwork As a Learning Outcome For Engineering Educationmentioning

confidence: 99%

“…Given this increasing interest and the industrial desires to pay more attention to these skills, the Accreditation Board for Engineering and Technology (ABET) determined that accredited universities ought to incorporate professional skills in their curricula, for example, critical thinking, lifelong learning, and teamwork [4,5]. In turn, ABET-accredited programs have had to analyze their curricula to foster the development not only of the traditional technical abilities that characterize engineering work but also the aforementioned professional abilities that are becoming increasingly relevant in the workplace [6].…”

Section: Introductionmentioning

confidence: 99%

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Is Teamwork Different Online Versus Face-to-Face? A Case in Engineering Education

et al. 2020

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Teamwork has been systematically studied in engineering education as an educational method and a learning outcome. Based on the recent advances in socially-shared regulation as a framework for teamwork processes, this study explores the impact of the transition to online learning. The purpose of this study is to understand if face-to-face and online team dynamics differ concerning the prevalence of personal goals, team challenges, and individual/social strategies. The Adaptive Instrument for Regulation of Emotions (AIRE) Questionnaire was used to compare two semesters in project-based learning engineering courses that were face-to-face (2019) and then converted to an online modality (2020) due to the COVID-19 crisis. Our results show that both modalities report mostly the same prevalence of goals, challenges, and strategies. However, online students tend to manifest a significantly lower prevalence of specific challenges and strategies, suggesting that online teamwork may have involved less group deliberation. These results provide evidence for the "equivalency theory" between online and face-to-face learning in a context where all systemic levels transitioned to a digital modality. These findings raise the question of whether online teaching encourages the emergence of team conflict and deliberation needed for creative thinking.

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