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Assessment Techniques Used In Multidisciplinary And Cross Cultural Student Teamwork

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Conference

2000 Annual Conference

Location

St. Louis, Missouri

Publication Date

June 18, 2000

Start Date

June 18, 2000

End Date

June 21, 2000

ISSN

2153-5965

Page Count

10

Page Numbers

5.117.1 - 5.117.10

Permanent URL

https://peer.asee.org/8174

Download Count

41

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Paper Authors

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J. Arvid Andersen

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

Session 1360

Assessment Techniques used in Multidisciplinary and Cross-Cultural Student Teamwork

J. Arvid Andersen Ingeniørhøjskolen i København, Denmark

Abstract

An international semester at the Engineering College of Copenhagen promotes international student teamwork. This initiative which started in 1995 is placed within the Export Engineering department. Very early on it was recognised that fundamental changes in working attitudes with a greater emphasis on multidisciplinary and cross-cultural environments highlighted the need for a different approach to education and training. As national borders blur, opportunities to work outside home countries are increasing, making mobility and international awareness part of an engineering degree. The project groups work together to execute an integrated engineering design and business project normally together with industrial firms. It is essential for the overall supervisor to guide by example and have regular feedback through tutorial discussion sessions. Videos can be used to assist subsequent analysis. In association with the progress milestones indicated in the project brief, each group submits an interim report. An oral presentation is also given by each group member in turn, all members are expected to answer questions on the report. Each student is assessed separately on his response to questions. In addition, group members grade each other‘s contribution (peer assessment). The supervisor applies a weighting factor so that a certain percentage of the marks come from peer review. The remaining marks come from the final presentation comprising staff involved in the supervision, experts from industry and external examiners. The seminar structure is oral presentation followed by rounds of discussion. To summarise, the assessment for this international semester has three elements: 1. Individual submission and oral presentation. 2. Team submission, details the proposed solution to the problem given. 3. Peer assessment. Keywords: Project-based learning, Tutorial discussion, International teamwork, Group assessment, Peer assessment, Assessment of individual submission and contribution in group project work.

Introduction

Many observers consider that the present model of an engineering degree needs some adjustment in order to satisfy industry’s requirements. Let us admit it, students suffer factual overload. Let us stop struggling trying to squeeze more knowledge into the existing scheme. Many people still believe knowledge to be paramount and tend not to make a distinction between insight and skills. To be able to make original and creative contributions as a responsible team member is important. To develop a thorough understanding of Integrated Engineering in modern context is important. Students need time and possibility to wonder and a stimulating educational environment to develop design project skills. This international semester is based on that idea. Also work done by Tranter and Bond1 has shown how important that is to an engineering early carrier.

Andersen, J. A. (2000, June), Assessment Techniques Used In Multidisciplinary And Cross Cultural Student Teamwork Paper presented at 2000 Annual Conference, St. Louis, Missouri. https://peer.asee.org/8174

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