June 15, 2019
June 15, 2019
June 19, 2019
Design in Engineering Education
Cornerstone and capstone design courses rely heavily on effective student team functioning. Student teaming experiences in these courses is influenced by students’ prior experiences on teams in other courses across the curriculum. In the various team experiences students have in a curriculum, they may or may not develop effective team behaviors. As an initial step towards designing scaffolds for student teaming experiences, this paper seeks to document instructional characteristics of student teaming experiences in required courses throughout the current Mechanical Engineering curriculum at Rose-Hulman Institute of Technology via faculty surveys. In particular, the survey asked about size of the team, duration of the project, instruction on teaming, feedback on teaming, methods of dealing with team dysfunction, and impact on individual grades. In the data it is apparent that there is a large lapse of time between consecutive experiences, gaps in teamwork instruction, and lack of scaffolding of teaming. The results of this benchmarking process will be used to focus departmental deliberations and cast a shared vision of how to effectively scaffold instruction and development of each student’s teamwork skills. As we focus on the intentional design of a coordinated plan for teaming across our curriculum, we also share our process for this curriculum revision through building shared vision so that others could leverage beneficial elements for their contexts. Our work on teaming is part of a larger curriculum vision effort in our department.
Sangelkar, S., & Mertz, B. E., & Bernal, A., & Cunningham, P. (2019, June), Benchmarking Teaming Instruction Across a Curriculum Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32145
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