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Session 2633

Implementing a Team Exam in Thermodynamics

Donna J Michalek Michigan Technological University

I. Introduction

An increased emphasis on the importance of developing team skills within the undergraduate engineering curriculum has taken place over the past several years, and has culminated in its inclusion as one of the ABET 2000 outcomes1. While in the past this portion of the curriculum was primarily regulated to design project teams, typically occurring in the final year of instruction, teaming exercises are currently being implemented in a number of courses throughout the curriculum2,3. On the surface, it may seem that it is difficult, if not impossible, to incorporate meaningful teaming experiences into certain classes; thermodynamics being one. However, in order for our students to develop the teaming skills they will need upon entering the engineering workforce, it is imperative that instructors implement teaming activities throughout the entire curriculum. One means of doing this is with team exams.

This paper describes my experiences with implementing a team exam in a first course in thermodynamics. In actuality, the team exam has been used in two courses, one of which is taught to mechanical engineering majors the other of which is taught to non-mechanical engineering majors, primarily from the civil, environmental and electrical engineering programs. Both courses last ten weeks on a quarter system and utilize the same textbook; the difference being that the mechanical engineering course is four credits, while the non-mechanical engineering course is three credits. Thus, one course does cover more material than the other. However, the material contained in the team exam is the same in both cases, and therefore, for the purposes of this paper, there is no difference between the two courses. I have taught this course six times, to a total of 192 students, prior to the use of a team exam. Since implementing the team exam in the fall quarter of 1995, the course has been taught seven times, to a total 394 students. In all cases, there have been three hour exams given during the quarter and also a mandatory comprehensive final exam. In addition to the team exam, students are required to work on homework teams, which complete all of the assigned weekly problems. In some instances, the homework teams were self selected by the students and at other times they were assigned. In all instances, these homework teams consisted of three or four students. No formal teaching of teaming skills is done in the course, however, advice is provided if it is requested by the students.

II. Pre-Exam Activities

Upon deciding to include a team exam in a course, the next most important decision that an instructor has to make is what material will be covered on the exam. Of course, this will also determine when during the course the exam will be given. As mentioned earlier, there are three hour exams in my thermodynamics course, so the question was, which of the hour exams should

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Michalek, D. J. (2000, June), Implementing A Team Exam In Thermodynamics Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8439