Albuquerque, New Mexico
June 24, 2001
June 24, 2001
June 27, 2001
6.521.1 - 6.521.4
Getting students to talk in class…Using K-12 Interaction to reinforce instruction in Constructive Feedback
Laura Lucas Indiana University-Purdue University at Indianapolis (IUPUI)
The issue of getting college students to actively participate in team situations has become a more pressing concern as team projects are increasingly added to courses to fulfill the most current ABET criteria. But the problem is that students are not prepared to successfully participate in teams, being that they are seldom taught how to express their ideas or how to effectively discuss someone else’s ideas… two basic needs for successful teamwork. With the increasing role of group work in student learning, faculty have an increased responsibility to teach students how to collaborate successfully on group projects… in essence, ‘how to develop a whole that is better than the sum of the parts’. The focus of this paper is on one aspect of team collaboration… the teaching and use of constructive feedback to discuss and evaluate each others ideas and/or projects as incorporated in the course ART 155 Residential Construction as part of a School Faculty Development Grant beginning during the 1999 school year, and continuing to the following semesters.
Furthermore, to truly reinforce in class instruction in constructive feedback, I also take my college students outside the classroom in an outreach program to local High School drafting classes. Students and professors from Residential Construction - ART 155 volunteer as jurors or possible clients for high school residential design projects, thus practicing their lessons in the constructive exchange of ideas by discussing the work of the K-12 students. I have found my students especially motivated to ‘know their material’ , and particularly eager to be on the ‘giving side’ of the discussions, to, in effect, take on the role of teacher to the high school students. By practicing in an ‘out of class setting’, we expect to ‘set in’ the learning objectives, toward the ultimate goal of being a better team member, with better team results.
The benefit to the students is twofold, involving both the process and the product of team collaborations… not only will they enjoy teams more, but they will also get better results. Too many students are not prepared for the give and take of the professor’s (or other team member’s) comments, taking the suggestions negatively or too personally, instead of as ‘constructive feedback.” By teaching the process and rationale behind critiques and having them participate in both giving and receiving comments, they will be better able to evaluate and incorporate the comments and ideas of others in both their professional and personal lives.
Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education
Lucas, L. (2001, June), Getting Students To Talk In Class…Using K 12 Interaction To Reinforce Instruction In Constructive Feedback Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9305
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: © 2001 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