June 24, 2017
June 24, 2017
June 28, 2017
An important aspect of the culminating events in most civil engineering programs is to ensure students can work in teams to solve complex engineering problems. In addition to solving problems in the multiple discipline areas of civil engineering and designing civil engineering components and systems, the civil engineering program at the United States Military Academy, West Point, seeks to develop students which function effectively on multi-disciplinary teams.
The purpose of this study was to investigate the relationship between individual temperament and group performance during the final project of an introductory infrastructure engineering course. A key component of the course is a group assignment to conduct a reconnaissance and assessment of a specified location’s infrastructure as a potential base of operations in the aftermath of a nuclear catastrophe. The authors employed the Keirsey Temperament Sorter to describe each student’s individual temperaments.
The team-driven project-based learning experience in the infrastructure engineering course addresses several of the program’s ABET student outcomes. The assessment of these specific ABET student outcomes include direct and indirect embedded indicators. Additionally, the peer evaluations provide a qualitative assessment of the interaction between team members with different individual temperaments and the overall effectiveness of the group.
Stache, J. M., & Barry, B. E., & Klosky, J. L., & Freisinger, G. M. (2017, June), Assessing Individual Temperament and Group Performance in a Project-Based Learning Experience Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27621
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