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A Curriculum Model For Developing Teams, Communication Skills, And Introducing The Design Process For Engineering Programs Developed By The Tidee Project Team.

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Conference

2001 Annual Conference

Location

Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001

ISSN

2153-5965

Page Count

12

Page Numbers

6.26.1 - 6.26.12

Permanent URL

https://peer.asee.org/9064

Download Count

84

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Paper Authors

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Larry McKenzie

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Kenneth Gentili

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Jr., Richard Crain

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Jeffrey McCauley

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Forrest Parkay

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Denny Davis

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Michael Trevisan

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2525 @ Division 25

A Curriculum Model for Developing Teams, Communication Skills,

and Introducing the Design Process for Engineering Programs

developed by the TIDEE Project Team.

Kenneth L. Gentili Tacoma Community College

Jeffrey F. McCauley Green River Community College

Richard W. Crain Jr., Dale Calkins Deceased

Denny C. Davis, Michael S. Trevisan, Forrest Parkay, Larry McKenzie

Washington State University

Abstract

Faculty struggle to implement outcomes-based engineering education that is needed to satisfy ABET Engineering Criteria 2000 requirements for engineering programs. This paper describes a two-step method for developing teams and communications skills, and immediately exercising those skills in a practical introduction to the team process using a simple PET (polyethylene terephthalate) soda pop bottle developed by the TIDEE (Transferable Integrated Design in Engineering Education) NSF sponsored project. Clearly defined team roles and communication skills are introduced in a manner that allows a group of students to develop the synergy needed for a successful team activity. Then a short design exercise (using a well- defined design process as a guide) is introduced to facilitate a practical application of both the design process and team and communication skills. The TIDEE teaching/learning model links definable steps in the design process to structured team-based learning activities.

I. Introduction

A coalition of two & four year universities and industry collaborated, with NSF funding, to develop meaningful curriculum and assess its’ effectiveness. Different schools use the material to fit their individual needs. The curriculum and assessments are easy to use,

McKenzie, L., & Gentili, K., & Crain, J. R., & McCauley, J., & Parkay, F., & Davis, D., & Trevisan, M. (2001, June), A Curriculum Model For Developing Teams, Communication Skills, And Introducing The Design Process For Engineering Programs Developed By The Tidee Project Team. Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9064

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