Van Tyne, N. C., & Van Tyne, C. J., & Tyne, K. V. (2011, June), Gender Differences in Individual and Teammate Performance Evaluations by Students on Engineering Design Teams  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18020

\bibitem{asee_peer_18020}
  Van Tyne, N. C., \& Van Tyne, C. J., \& Tyne, K. V. (2011, June), \emph{Gender Differences in Individual and Teammate Performance Evaluations by Students on Engineering Design Teams}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18020

Natalie C.T. Van Tyne P.E., Chester J. Van Tyne, and Kathryne Van Tyne.  "Gender Differences in Individual and Teammate Performance Evaluations by Students on Engineering Design Teams".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18020 Internet.  24 Apr, 2024

\bibitem{asee_peer_18020}
  Natalie C.T. Van Tyne P.E., Chester J. Van Tyne, and Kathryne Van Tyne.
  "Gender Differences in Individual and Teammate Performance Evaluations by Students on Engineering Design Teams".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18020 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_18020
author = "Natalie C.T. Van Tyne P.E., Chester J. Van Tyne, and Kathryne Van Tyne"
title = "Gender Differences in Individual and Teammate Performance Evaluations by Students on Engineering Design Teams"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18020}
number = {10.18260/1-2--18020}
}

TY  - CPAPER
AB  -            Gender Differences in Individual and Teammate Performance              Evaluations by Students on Engineering Design TeamsAbstractEvaluations of team participation and value to the team were conducted in a first yearengineering design course at a public university in the western United States. The quantitativemeasures included a self-evaluation as well as an evaluation of the performance of other teammembers. Data from 866 students (232 women) in 22 classes during the period from spring 2002through spring 2009 were analyzed for this study. Parameters included: gender, self-evaluationscore, evaluation score from peers and final numeric course grade. A Wilcoxon rank sum testwas used to compare the differences between self- and team-evaluation scores, as well as tocompare average peer evaluation with final course grade. We did not find significant differencesbetween men and women students in either self-evaluation or actual performance. It was alsofound that students irrespective of gender who had a 5% higher self-evaluation score than theirteam-evaluation score, actually received lower course grades than those who under-valued theircontribution to their team. These results indicate that small, engineering-focused institutionsmay provide a learning environment for women that results in greater self-efficacy, or it mayindicate that this type of institution attracts women students who already have a very strongcommitment to and tenacity for the study of engineering.
AU  - Natalie C.T. Van Tyne P.E.
AU  - Chester J. Van Tyne
AU  - Kathryne Van Tyne
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Gender Differences in Individual and Teammate Performance Evaluations by Students on Engineering Design Teams
UR  - https://peer.asee.org/18020
DO  - 10.18260/1-2--18020
ER  -