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Comparing Teamwork Peer Evaluations Between Culturally Homogenous Teams and Culturally Diverse Teams

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Conference

2019 FYEE Conference

Location

Penn State University , Pennsylvania

Publication Date

July 28, 2019

Start Date

July 28, 2019

End Date

July 30, 2019

Conference Session

M2B: Learning in teams

Tagged Topics

Diversity and FYEE Conference - Paper Submission

Page Count

8

Permanent URL

https://peer.asee.org/33683

Download Count

37

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Paper Authors

biography

Siqing Wei Purdue University-Main Campus, West Lafayette (College of Engineering) Orcid 16x16 orcid.org/0000-0002-7086-5953

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Siqing Wei received bachelor degree in Electrical and Computer Engineering at Purdue University. He is in the dual program to obtain master degree in Electrical and Computer Engineering and Ph.D degree in Engineering Education at Purdue University. After years of experience of serving a peer teacher and a graduate teaching assistant in first year engineering courses, he is now interested in study of the existence, cause and interventions on international engineers' teaming behaviors.

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Matthew W. Ohland Purdue University-Main Campus, West Lafayette (College of Engineering) Orcid 16x16 orcid.org/0000-0003-4052-1452

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Matthew W. Ohland is Professor of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by the National Science Foundation and the Sloan Foundation and his team received Best Paper awards from the Journal of Engineering Education in 2008 and 2011 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS.

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Daniel M. Ferguson Purdue University-Main Campus, West Lafayette (College of Engineering)

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Daniel M. Ferguson is CATME Managing Director and the recipient of several NSF awards for research in engineering education and a research associate at Purdue University. Prior to coming to Purdue he was Assistant Professor of Entrepreneurship at Ohio Northern University. Before assuming that position he was Associate Director of the Inter-Professional Studies Program [IPRO] and Senior Lecturer at Illinois Institute of Technology and involved in research in service learning, assessment processes and interventions aimed at improving learning objective attainment. Prior to his University assignments he was the Founder and CEO of The EDI Group, Ltd. and The EDI Group Canada, Ltd, independent professional services companies specializing in B2B electronic commerce and electronic data interchange. The EDI Group companies conducted syndicated market research, offered educational seminars and conferences and published The Journal of Electronic Commerce. He was also a Vice President at the First National Bank of Chicago [now J.P. Morgan Chase], where he founded and managed the bank’s market leading professional Cash Management Consulting Group, initiated the bank’s non-credit service product management organization and profit center profitability programs and was instrumental in the breakthrough EDI/EFT payment system implemented by General Motors. Dr. Ferguson is a graduate of Notre Dame, Stanford and Purdue Universities, a special edition editor of the Journal of Engineering Entrepreneurship and a member of Tau Beta Pi.

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Abstract

This Teaching and Learning Experiences in Engineering Education work-in-progress paper examines cultural influences on engineering student teamwork and peer assessment behavior. Teamwork skills are considered an important competency of engineering students and a learning objective of ABET. Students from all over the world come to developed countries like the U.S., U.K., and Australia for their college education and more than one fifth of these students major in engineering disciplines. These non-domestic or international students possess unique cultures and their unique cultures potentially impact their cross-cultural interactions. For example, working in a team context often requires communication and collaborative behavior with team members. If these cultural differences influence team interactions, they potentially impact a team’s engineering problem solving and design processes and their teamwork peer assessment behavior. In this research study we focus on the teamwork and peer assessment behavior of a large sample of first year engineering students from China, India and South Korea [T3] as compared to domestic [U.S.] students both matriculating in a large Midwestern U.S. engineering program. Our Research questions is: do teams of four students containing one or more T3 students have, on average, different peer rating behavior and comment pattern from teams containing only domestic students?

Wei, S., & Ohland, M. W., & Ferguson, D. M. (2019, July), Comparing Teamwork Peer Evaluations Between Culturally Homogenous Teams and Culturally Diverse Teams Paper presented at 2019 FYEE Conference , Penn State University , Pennsylvania. https://peer.asee.org/33683

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: © 2019 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