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Initial Survey of Engineering Technology Capstone Courses and Teamwork Building Using CATME

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Investigating Instructional Strategies

Tagged Division

Multidisciplinary Engineering

Page Count

11

Permanent URL

https://peer.asee.org/28532

Download Count

115

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Paper Authors

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Anne M. Lucietto Purdue University, West Lafayette Orcid 16x16 orcid.org/0000-0003-0053-753X

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Dr. Lucietto has focused her research in engineering technology education and the understanding of engineering technology students. She teaches in an active learning style which engages and develops practical skills in the students. Currently she is exploring the performance and attributes of engineering technology students and using that knowledge to engage them in their studies.

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Andrew Simon Scott Western Carolina University

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I am an experienced computer science lecturer, software engineer, mobile applications developer and researcher with a flair for creativity and visual design. At Western Carolina University I have taught a diverse range of topics under the umbrella of computer science and supervised undergraduate research projects (capstone). My current research interests revolve around computer science education, best practices in team formation and assessment of work, the visualization of programming concepts, and mobile applications. I have been programming in the OO and imperative paradigms for over 15 years. Since 2006 I have been lecturing and tutoring computing subjects. In addition to my teaching record, I have also gained significant experience leading the research and development of commercial mobile applications on the Android and IOS (iPhone) platforms for a specialist business support center (CEMAS) based at the University of South Wales in the UK. In 2010 I successfully defended my PhD thesis, which focused on developing and using dynamic, interactive visualization techniques and a scaffolding pedagogy to teach the concepts and skills of programming to novices more effectively. As a result of this work, I have developed a unique visual programming environment, website and pedagogy which I integrated into the teaching of programming at three universities. This research has also received significant attention from high schools and universities globally. It has been presented at both a national and international level. I have also used it in outreach activities to promote the subject of computing in both in Wales and the Smokey Mountains region.

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Kenneth A. Connor Rensselaer Polytechnic Institute

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Kenneth Connor is a professor in the Department of Electrical, Computer, and Systems Engineering (ECSE) where he teaches courses on electromagnetics, electronics and instrumentation, plasma physics, electric power, and general engineering. His research involves plasma physics, electromagnetics, photonics, biomedical sensors, engineering education, diversity in the engineering workforce, and technology enhanced learning. He learned problem solving from his father (ran a gray iron foundry), his mother (a nurse) and grandparents (dairy farmers). He has had the great good fortune to always work with amazing people, most recently professors teaching circuits and electronics from 13 HBCU ECE programs and the faculty, staff and students of the SMART LIGHTING ERC, where he is Education Director. He was ECSE Department Head from 2001 to 2008 and served on the board of the ECE Department Heads Association from 2003 to 2008.

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Frederick C. Berry Purdue Polytechnic Institute, West Lafayette Orcid 16x16 orcid.org/0000-0003-3608-8668

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Frederick C. Berry received the B.S.E.E., M.S.E.E. and D.Engr. degrees from Louisiana Tech University in 1981, 1983, and 1988 respectfully. Dr. Berry is Professor in the School of Engineering Technology at Purdue University.

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Abstract

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 [1], 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 [2]. 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[3] 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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