Benchmarking Teaming Instruction Across a Curriculum
- Conference
- Location
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Tampa, Florida
- Publication Date
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June 15, 2019
- Start Date
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June 15, 2019
- End Date
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June 19, 2019
- Conference Session
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Design in Engineering Education Division: Design Methodology
- Tagged Division
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Design in Engineering Education
- Page Count
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15
- DOI
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10.18260/1-2--32145
- Permanent URL
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https://peer.asee.org/32145
- Download Count
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567
Paper Authors
Shraddha Sangelkar Rose-Hulman Institute of Technology
Shraddha Sangelkar is an Assistant Professor in Mechanical Engineering at Rose-Hulman Institute of Technology. She received her M.S. (2010) and Ph.D. (2013) in Mechanical Engineering from Texas A&M University. She completed the B. Tech (2008) in Mechanical Engineering from Veermata Jijabai Technological Institute (V.J.T.I.), Mumbai, India.
Benjamin Emery Mertz Rose-Hulman Institute of Technology
Dr. Benjamin Mertz received his Ph. D. in Aerospace Engineering from the University of Notre Dame in 2010 and B.S. in Mechanical Engineering from Rose-Hulman Institute of Technology in 2005. He spent 7 years as a part of a lecturer team at Arizona State University that focused on the first-year engineering experience, including developing and teaching the Introduction to Engineering course. Currently, he is an assistant professor at Rose-Hulman Institute of Technology in the Mechanical Engineering department. His teaching focus is in fluid mechanics and thermodynamics but has also taught classes such as numerical methods and introduction to engineering. His interests include student pathways and motivations into engineering and developing lab-based curriculum. He has also developed an interest in non-traditional modes of content delivery including online classes and flipped classrooms and incorporating the entrepreneurial mindset into curriculum.
Ashley Bernal Rose-Hulman Institute of Technology
Ashley Bernal is an Assistant Professor of Mechanical Engineering at Rose-Hulman Institute of Technology. She received her PhD from Georgia Institute of Technology in 2011. She was an American Society of Mechanical Engineers (ASME) teaching fellow and Student Teaching Enhancement Partnership (STEP) Fellow. Prior to receiving her PhD, she worked as a subsystems engineer at Boeing on the Joint Unmanned Combat Air Systems (JUCAS) program. Her research areas of interest include piezoelectrics, nanomanufacturing, optical measuring techniques, and intercultural design.
Patrick Cunningham Rose-Hulman Institute of Technology
Patrick Cunningham is an Associate Professor of Mechanical Engineering at Rose-Hulman Institute of Technology. He holds B.S., M.S., and Ph.D. degrees in Mechanical Engineering from Purdue University and was an NSF Graduate Research Fellowship recipient. Dr. Cunningham has industry experience through 7 co-op experiences as an undergraduate student, 2 sponsored projects as a graduate student, and as a consultant after joining the faculty at Rose-Hulman. He teaches a range of courses across undergraduate levels with specialization in dynamic systems, measurement, and control. During the 2013-14 academic year he spent a sabbatical in the Department of Engineering Education at Virginia Tech. Since then, his professional development has focused on researching and promoting metacognition, self-regulated learning, and reflection in engineering education among students and faculty. Dr. Cunningham is a PI on one NSF-funded research study, led Rose-Hulman's participation in the Consortium to Promote Reflection in Engineering Education (CPREE), and is a regular contributor to the Improve with Metacognition blog. In May of 2018, Dr. Cunningham received the Rose-Hulman Board of Trustee's Outstanding Scholar Award.
Abstract
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. 10.18260/1-2--32145
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