June 24, 2017
June 24, 2017
June 28, 2017
This paper represents a first step in what is to become a multi–institutional initiative focused on identifying best practices for developing and improving teamwork skills within the Capstone experiences of engineering, technology, and computing programs. Teamwork in this paper is defined and measured as the dimensions measured by the CATME Peer Review , which is currently used by thousands of technology and engineering instructors and institutions worldwide. The CATME Peer Review measurement tool is used to collect self and peer evaluations of team members’ contributions on five different teamwork dimensions . These teamwork dimensions are 1) pose the knowledge, skills, and abilities to help the team; 2) expect quality work from the team; 3) keep the team on schedule; 4) positive interactions between teammates to help the team; and 5) all team members contribute to the team's work and success. Pung and Farris used CATME in a one-semester junior level design class and reported a “significant improvement” in student behavior when compared to the old system of peer review. A workshop was developed to assemble all the participants, and develop a systematic method of evaluating teamwork building using CATME. All the participating schools and faculty will be testing changes in their Capstone courses and sharing the results of this analysis, in teamwork skills, with their colleagues.
Lucietto, A. M., & Scott, A. S., & Connor, K. A., & Berry, F. C. (2017, June), Initial Survey of Engineering Technology Capstone Courses and Teamwork Building Using CATME Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28532
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