Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Kara Vance; Abdullah Konak; Sadan Kulturel-Konak; Gul E. Okudan Kremer; Ivan Esparragoza

, interest is a key component of our foundational assessment framework, the Model ofDomain Learning (MDL), to evaluate the students’ teamwork knowledge, skills, and abilities(KSA). We developed a survey instrument to measure teamwork interest, attitudes and self-efficacy. The survey was used to collect data at multiple campuses of a university in theNortheast to investigate whether there were any relationships between students’ attitudes towardteamwork, interest levels, teamwork self-efficacy, and background. Based on the collected data,we also investigated factors, such as gender, grade point average, background, and workexperience, which may influence students’ teamwork attitude, self-efficacy, and interest. Therelationship among attitudes, self

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Deeksha Seth; Gabriel Carryon; James Tangorra

knowledge and skills thatcould be deciphered by the instructor, teaching assistants (TA) and the customers. Theinstructors and TAs used rubrics to standardize grading and assessment of students’ skills. Thefocus of this paper is on the “learning and innovation skills” listed under the P21 framework.These skills are further decomposed into: creative thinking, problem-solving, andcommunication and collaboration skills. So the assessment described herein will focus on waysto assess these three attributes.The assessment instrument was structured with three themes: self-efficacy in engineering design,understanding of the engineering design process, and communication and collaboration skills.The self-efficacy questionnaire was structured for students to

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Steven Magluilo; Abdullah Konak; Sadan Kulturel-Konak; Ivan Esparragoza; Gul E. Okudan Kremer

follow the link to complete theassessment. When the student opens the emailed link, they are brought to the assessment pageshown in Figure 5. The assessment rubric includes three parts: the self-assessment survey(Figure 5-(a)), peer assessment survey (Figure 5-(b)), and comments section (Figure-(c)). Theself- assessment survey allows the student to evaluate their own performance and gives theinstructors the ability to see how each student can improve. The self-assessment survey mainlyintends to measure student interest and self-efficacy. The peer assessment survey allowsstudents to rate their teammates’ performance and allows both the instructor and the student tosee how their performance was and what they could do better. Similar to the peer