June 24, 2017
June 24, 2017
June 28, 2017
Design in Engineering Education
This study considers a social network analysis conducted with design teams in an engineering education program at a major Midwestern university. We conducted a longitudinal social network analysis with two classes, which each contained 2-5 project teams, to explore changes in the way technical and ethical expertise are described and manifest in network structures across three consecutive semesters. Specifically, we examine how network structure and positions shift over time as different individuals become more or less central to the technical and ethical networks. This study extends previous work (Kenny Feister, Zoltowski, Buzzanell, & Torres, 2016) by adding a third semester of data, which enabled us to identify trends and patterns in the social network responses over time. This study contributes to understanding teams and teamwork in engineering design courses, but places the focus on students’ perceptions about their teams. Additionally, by comparing technical to ethical elements, we contribute to extant literature considering the perceived distinctions between engineering’s professional skills and more technical abilities.
Kenny Feister, M., & Zoltowski, C. B., & Buzzanell, P. M., & Torres, D. (2017, June), Development of Perceptions of Technical and Ethical Expertise In Teams Over Time Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28175
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