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Assessing Team Work And Ethical Awareness In Interprofessional Undergraduate Teams And Entrepreneurial Student Start Ups: Report #1

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Collection

2009 Annual Conference & Exposition

Location

Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009

ISSN

2153-5965

Conference Session

Engineering Ethics V

Tagged Division

Engineering Ethics

Page Count

13

Page Numbers

14.250.1 - 14.250.13

Permanent URL

https://peer.asee.org/5512

Download Count

39

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Paper Authors

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John Ochs Lehigh University

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Lisa Getzler-Linn Lehigh University

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Margaret Huyck Illinois Institute of Technology

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Scott Schaffer Purdue University

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Mary Raber Michigan Technology University

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

Introduction

A four-university collaboration has received National Science Foundation (NSF) Course, Curriculum and Laboratory Improvement (CCLI) funding for a three-year project with two primary goals: 1) to develop a database of reliable and valid measures for assessing attainment of teamwork skills and ethical awareness in undergraduate students enrolled in multidisciplinary project based, design projects, and 2) to identify and describe ‘best practices’ from across these institutions that improve the achievement of learning objectives and thereby increase program quality. Example learning objectives from one course are described as follows: “Students enrolled in these project courses will experience and demonstrate an understanding of ‘best practices’ in the following five areas: 1) The “idea to implementation” process, 2) written, oral and graphical communications, 3) teamwork, and leadership, 4) professional and ethical behavior, 5) the entrepreneurial mindset.”1 Each of the partner schools has similar learning objectives and collectively, we have agreed to focus on two: 1) teamwork and, 2) ethical awareness.

The partner universities are the Illinois Institute of Technology, Lehigh University, Michigan Technological University, and Purdue University. This collaborative effort started September 1, 2008 and runs through August 31, 2011. All four universities engaged in this project have developed nationally and internationally recognized experiential learning courses that engage undergraduate students in real-world projects that due to projects’ size and scope, require a multidisciplinary team. These common characteristics provide a diverse test bed to investigate and validate new pedagogies in STEM education.

An acknowledged driving force in this effort is the requirements for accreditation as prescribed by the Accreditation Board for Engineering and Technology (ABET), in particular Criterion III and IV.2 Based on recent success with the accreditation process, the four partnering schools are encouraged to continue this development.

This is the first of several progress reports that the collaborators will present in the hope of demonstrating progress, disseminating results and soliciting feedback from Science, Technology, Engineering and Mathematics (STEM) educators. This report describes our project goals, the experiential learning environments, the assessment of experiential learning, the overall project plan, our progress to date and the next steps.

Project Goals

Two primary project goals are to develop measurement tools to 1) assess teamwork and ethics awareness and 2) best practices in experiential, multidisciplinary team projects. These can be broken down as follows: 1a) to develop reliable and valid measures for assessing teamwork, 1b) to develop reliable and valid measures for assessing ethical awareness, 2a) to identify and describe best practices to achieve the learning objectives in these courses, 2b) to apply and continuously improve these best practices at all four institutions to ensure quality.

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015