Paper ID #33430Student Perceptions of Project Management and Team Culture WithinCapstone ProjectsMrs. Nourhan Emad El-Atky, Rowan University Nourhan El-Atky is a Graduate Assistant in Mechanical Engineering at Rowan University. She received her BS from The Arab Academy Of Science And Technology in 2018 in Egypt. She is working on her Ph.D. at Rowan University. Her Ph.D. is focusing specifically on capstone design projects at Rowan University, senior and junior clinics in particular.Dr. Smitesh Bakrania, Rowan University Dr. Smitesh Bakrania is an associate professor in Mechanical Engineering at Rowan University. He re
. These projects comprise a significant portion of the engineeringcurriculum at the college, and students at the college have reported in exit surveys that theseprojects have had significant impact on the formation of their engineering identity.The initial hypothesis of this paper was that positive team experiences, facilitated by similar goalorientations among team members, contribute to increased performance in team projects andenhanced engineering identity. To examine this hypothesis, ten semi-structured interviews wereadministered to seven students in two courses. The courses were a first-year introduction toengineering design and a third-year, industry-sponsored capstone project class. Students in theintroductory course were interviewed
Paper ID #32748Examining the Me in Team-based Projects: Students’ Perceptions of Timeand TasksDr. Marcia Gail Headley, University of Delaware Dr. Headley is a Research Associate III at the Center for Research in Education and Social Policy (CRESP) at the University of Delaware. She specializes in the development of mixed methods research designs and strategies for integrating quantitative and qualitative research approaches. She is the recip- ient of the 2017 American Education Research Association (AERA) Mixed Methods SIG Outstanding Dissertation Award. Her methodological work has been published in the prestigious
, 2019, pp. 1–9. [6] D. R. Schachter and D. Schwartz, “The value of capstone projects to participating client agencies,” Journal of Public Affairs Education, vol. 15, no. 4, pp. 445–462, 2009. [7] L. M. Grabowski, C. F. Reilly, and W. A. Lawrence-Fowler, “Emulating a corporate software development environment through collaboration between student projects in six courses,” in 2014 IEEE Frontiers in Education Conference (FIE) Proceedings. IEEE, 2014, pp. 1–7. [8] M. Kropp, A. Meier, and R. Biddle, “Teaching agile collaboration skills in the classroom,” in 2016 IEEE 29th International Conference on Software Engineering Education and Training (CSEET). IEEE, 2016, pp. 118–127. [9] A. Mishra and D. Mishra, “Software project
Work-in-progress: Examining engineering seniors students’ perception of justice and fairness of grading practicesThis work-in-progress paper reports preliminary results about engineering students’ perceptions of thejustice and fairness in grading. The paper quantitatively compares students’ perceptions between aspecifications graded and traditionally graded capstone class and analyzes qualitative comments aboutstudents’ overall perceptions of grading. Specifications grading, as defined by Nilson (2015), is a systemof assigning grades primarily characterized by grading each assignment as pass or no-pass (i.e., fail).Specifications grading responds to the call for grading reform in education (Brookhart, 2011) and buildson
undergraduateengineering curricula. Communication, especially in the context of working with teams and othersoutside of business organizations, was lacking in new engineers, and they emphasized teamworkskills from capstone design projects to hold the most value. Survey results also found that criticalthinking, seen in design skills for parts, processes, and systems were of utmost importance forsuccess in the workplace.Through a survey of Atlanta area construction engineers and managers, the highest emphasis wasplaced on competencies of “communication, ethics, professionalism, commitment to lifelonglearning, and multi-disciplinary team collaboration.” In comparing these industry preferences withundergraduate engineering programs, the study concluded that
be valuable activities for discovering career paths, acquiring full time jobs, and gaining orimproving professional career skills [23]. Internships may also positively affect outcomes withinother HIP, such as capstone projects [24]. Internships have been reported to improve theautonomy and technology, methodology, and project management skills of computer sciencestudents [24]. In engineering, underrepresented students reported that internships supported theirprofessional career goals by providing opportunities for them to apply theory to practice inauthentic industry environments [25]. In engineering and computer science programs, it is important for students to envision the linkbetween theoretical course work and real-world practice. Senior
systems.Individual class sessions include hands-on design and building activities to support theengineering design or engineering science content. Students also have a number of substantialdesign project challenge experiences over the course of the semester. The senior cohort ofstudents is in an optional senior elective that augments their engineering design experiences(foundational product development through capstone design) with introduction of a human-centered design approach to get at latent and expressed needs for problems where people are atthe center of the problem and solution space. Similarly a problem-based learning approach istaken and students have many in-class hands-on activities to support different aspects of humancentered design (like
distance education is nothing new, the pandemic of COVID-19 forcedinstructors to rapidly move their courses online whether or not they had ever received priortraining in online education. In particular, there is very little literature to guide instructors insupporting students in online engineering design or project-based courses. The purpose ofthis research is to examine engineering students’ report of social support in their project anddesign-based courses at a large research university during the move to online instruction due toCOVID-19 in the Spring 2020 semester and to provide recommendations for instructors teachingthese types of courses online in the future. Our study is framed by social constructivismand social capital theory. We surveyed
] D. K. Sobek and V. K. Jain, “Two instruments for assessing design outcomes of capstone projects,” in Proceeding of the 2004 American Society for Engineering Education Annual Conference and Exposition, 2004, pp. 1–13.[47] C. J. Atman, O. Eris, J. McDonnell, M. E. Cardella, and J. L. Borgford-Parnell, “Engineering Design Education,” in Cambridge Handbook of Engineering Education Research, A. Johri and B. M. Olds, Eds. Cambridge: Cambridge University Press, 2014, pp. 201–226.[48] A. Godwin, “The development of a measure of engineering identity,” in ASEE Annual Conference & Exposition, 2016.[49] A. Godwin and W. Lee, “A Cross-sectional Study of Engineering Identity During Undergraduate
courses'competitive nature.Engagement is one of the main factors that can be used to predict academic success. An engagedstudent is more likely to have short-term goals such as an intention to participate in an internshipprogram or long-term goals such as intentions to pursue graduate studies or move into the technicalworkforce. Tutoring sessions, field trips, and research projects have been introduced to theundergraduate engineering student's curriculum ostensibly to increase engagement. Peerdiscussions in undergraduate courses have helped develop the personal and social skills to thrivein an engineering major. Peer discussions seem to enhance student learning compared with coursesthat do not allow peer discussions [2]. Capstone projects serve as a great
the impact of cooperative learning during the Spring2020 semester by studying team retrospectives written by students enrolled in a system analysisand design course.The pedagogical foundation for the system analysis and design course was cooperative learning.The course required students to work in teams to develop a software prototype. The project wasdivided into four milestones and each team was required to submit a team retrospective detailingoverall planning, task allocation, group processes, and strategies for improvement. The first twomilestones were completed during face-to-face instruction, while teams met online for the lasttwo milestones due to the shift to online instruction. To investigate team effectiveness, a rubricbased on the
other individuals. For example, engineering work producessignificant and long-lasting impacts on society, and engineers are responsible for understandingthe potential societal implications of their solutions [1]–[4]. As another example, engineers maywork closely with communities and stakeholders as part of their problem definition and solutiondevelopment processes [1], [4]–[6]. Furthermore, communication and collaboration are coreaspects of professional engineering practice. To achieve optimal engineering outcomes,engineers must be able to work effectively with diverse teammates and co-workers [1], [7]–[9].Engineering students engage with the social aspects of engineering work in several contexts,including internships and project-based design
to apply theirexpertise within engineering education. “halfway into my first year I got this notice about a workshop [on teaching]. And I thought, okay, I’ll give it a try.” “my capstone project supervisor had some money to investigate simulated labs … to do some simulation of the lab classes that we do.” “when I came to [institution x], which is almost exclusively engineering and engineers, I had multiple other opportunities to extend those early ideas [on how engineers learn to write] and also to test them.”Sometimes these opportunities were consciously sought, and sometimes found through ahappenstance: “…and I kind of just took any job I could
informed judgments incomputing practice based on legal and ethical principles”, and 3) “function effectively as amember or leader of a team engaged in activities appropriate to the program’s discipline”are soft skills that most undergraduate computing programs believe help students havelongevity in their software careers [1]. Tech companies hiring undergraduate softwareengineers state that soft skills like ability to listen effectively, empathize with others, and beagreeable and cooperative during team discussions [2] are skills that new graduates oftenlack. Undergraduate computing capstone courses and sometimes software engineeringcourses are usually a student’s first introduction to both working on a team-based project,creating a prototype
Paper ID #32717Exploring Student Responses to Utility-value Interventions inEngineering StaticsMr. Lorenzo Laxamana Ruiz, California Polytechnic University, San Luis Obispo Lorenzo L. Ruiz is a 4th year Industrial Engineering student at Cal Poly San Luis Obispo. Throughout his undergraduate career, he has completed internships in various fields being exposed to manufacturing operations, business systems, and continuous improvement environments. He is currently working to- wards a career in technical project management. He has served three years on the board of the Institute of Industrial and Systems Engineers which
Engineering, KLE Technological University, India. He is a certified IUCEE International Engineering Educator. He was awarded the ’Ing.Paed.IGIP’ title at ICTIEE, 2018.Mr. Tahzinul Islam, York University Tahzinul Islam obtained his B.Eng (Mechanical & Manufacturing Engineering) from Universiti Putra Malaysia, a research-intensive public university in Malaysia. He completed his year-long Bachelors’ re- search project on his own topic of ’Virtual Reality App to teach Psychomotor Skills to Engineering Design students’. He went on to pursue his M.Eng (Innovation & Engineering Design) at the same university, with the dissertation title of ’Innovative Concept Design of a waterjet propelled Flood Rescue Boat’. Currently
institute in Singapore right after. She spent the next four years in developing navigation technologies for underwater robotics that were used to understand environmental issues in the coastal regions of Singapore. She was always interested in the education aspect of engineering that led her to take up a position as a lecturer in Singapore Polytechnic. Rubaina spent the next five years developing interdisciplinary engineer- ing courses, designing activities to promote engagement and motivation in the classroom and supervise students in their final year projects mainly in robotics. This led to her thinking about issues related to engineering education and pursuing a degree in education
French in 2020 from the University of Rhode Island. Besides her academic duties, she also works as a Learning and Talent Coordinator and consultant in Providence, RI where she works on various projects on teacher’s loans forgiveness programs, curriculum improvement and case management. Dira’s current research interests align with diversity, equity, and inclusion, specifically for Women of color, as well as community building and involvement American c Society for Engineering Education, 2021 Thinking as Argument: A Theoretical Framework for Studying How Faculty Arrive at Their Deeply-held Beliefs about Inequity in