Longitudinal Effects of Team-Based Training on Students’ Peer Rating Quality

Siqing Wei; Chuhan Zhou; Matthew W. Ohland

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Conference: 2021 ASEE Virtual Annual Conference Content Access
Location: Virtual Conference
Publication Date: July 26, 2021
Start Date: July 26, 2021
End Date: July 19, 2022
Conference Session: First-Year Programs: Student Perceptions and Perspectives
Tagged Division: First-Year Programs
Page Count: 10
DOI: 10.18260/1-2--37464
Permanent URL: https://peer.asee.org/37464
Download Count: 332

Paper Authors

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Siqing Wei Purdue University at West Lafayette orcid.org/0000-0002-7086-5953

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Siqing Wei received BSEE and MSEE from Purdue University. He is currently pursuing a Ph.D. degree in Engineering Education program at Purdue University. After years of experience of serving the peer teacher and a graduate teaching assistant in first-year-engineering courses, he is now a research assistant at CATME research group studying how cultural diversity impacts teamwork and how to help students improve intercultural competency and teamwork competency by interventions, counseling, pedagogy, and tool selection (such as how to use CATME Team-Maker to form inclusive and diversified teams). In addition, he also works on many research-to-practice projects to enhance educational technology usage in engineering classrooms and educational research. One feature ongoing project utilizes natural language processing technique to map students' written peer-to-peer comments with their perceived numerical ratings. Siqing also works as the technical development and support manager at CATME research group.

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Chuhan Zhou

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Matthew W. Ohland Purdue University at West Lafayette orcid.org/0000-0003-4052-1452

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Matthew W. Ohland is Associate Head and the Dale and Suzi Gallagher of Professor of Engineering Education at Purdue University. He has degrees from Swarthmore College, Rensselaer Polytechnic Institute, and the University of Florida. His research on the longitudinal study of engineering students, team assignment, peer evaluation, and active and collaborative teaching methods has been supported by the National Science Foundation and the Sloan Foundation and his team received for the best paper published in the Journal of Engineering Education in 2008, 2011, and 2019 and from the IEEE Transactions on Education in 2011 and 2015. Dr. Ohland is an ABET Program Evaluator for ASEE. He was the 2002–2006 President of Tau Beta Pi and is a Fellow of the ASEE, IEEE, and AAAS.

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Abstract

This research paper explores how longitudinal team-based training influences engineering students’ peer rating quality. Engineering students will be expected to work in teams, and the ability to effectively cooperate and communicate is increasingly recognized by technical corporations. Teamwork is an important outcome included in the accreditation criteria of ABET and is also progressively integrated into engineering courses to a varying extent in engineering programs. However, the cumulative effect of the length of students’ exposure to team-based projects, instruction in effective teamwork, and practice in peer evaluation is not well studied. Given the ad-hoc experience and previous literature, which is that student teams need time to overcome barriers and conflicts to perform well, we propose to study peer evaluation quality in a two-course sequence of team-based engineering classes in a large Midwestern public university. We hypothesize that peer evaluation behaviors, including rating scores and quality, for the second team-based course will be better on average compared to the peer evaluation behaviors in the first team-based course. Longitudinal use of a peer evaluation system would be expected to result in more accurate and consistent peer rating and students would get higher peer rating scores. Data from the two consecutive engineering foundation courses were analyzed using ANOVA and the Social Relations Model. Results showed no significant difference between peer rating scores in two consecutive mandatory courses. Rather, peer rating behaviors, or the patterns of peer ratings, restarted in the second course, which would suggest that students need to go through the same process of being better raters each time when they are put into new teams. This work informs university administrators and instructors that it takes time for student teams as they design curricula that help engineering students improve teaming skills. In particular, if this result generalizes to other course sequences and institutions with the learning objectives related to teamwork competency development, it might suggest that there is a benefit to reforming teams mid-semester in each course to give students additional experiences to apply what they have learned to more teams.

Citation
Format

Wei, S., & Zhou, C., & Ohland, M. W. (2021, July), Longitudinal Effects of Team-Based Training on Students’ Peer Rating Quality Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37464

TY - CPAPER
AB - This research paper explores how longitudinal team-based training influences engineering students’ peer rating quality. Engineering students will be expected to work in teams, and the ability to effectively cooperate and communicate is increasingly recognized by technical corporations. Teamwork is an important outcome included in the accreditation criteria of ABET and is also progressively integrated into engineering courses to a varying extent in engineering programs. However, the cumulative effect of the length of students’ exposure to team-based projects, instruction in effective teamwork, and practice in peer evaluation is not well studied. Given the ad-hoc experience and previous literature, which is that student teams need time to overcome barriers and conflicts to perform well, we propose to study peer evaluation quality in a two-course sequence of team-based engineering classes in a large Midwestern public university. We hypothesize that peer evaluation behaviors, including rating scores and quality, for the second team-based course will be better on average compared to the peer evaluation behaviors in the first team-based course. Longitudinal use of a peer evaluation system would be expected to result in more accurate and consistent peer rating and students would get higher peer rating scores. Data from the two consecutive engineering foundation courses were analyzed using ANOVA and the Social Relations Model. Results showed no significant difference between peer rating scores in two consecutive mandatory courses. Rather, peer rating behaviors, or the patterns of peer ratings, restarted in the second course, which would suggest that students need to go through the same process of being better raters each time when they are put into new teams.
This work informs university administrators and instructors that it takes time for student teams as they design curricula that help engineering students improve teaming skills. In particular, if this result generalizes to other course sequences and institutions with the learning objectives related to teamwork competency development, it might suggest that there is a benefit to reforming teams mid-semester in each course to give students additional experiences to apply what they have learned to more teams.

AU - Siqing Wei
AU - Chuhan Zhou
AU - Matthew W. Ohland
CY - Virtual Conference
DA - 2021/07/26
PB - ASEE Conferences
TI - Longitudinal Effects of Team-Based Training on Students’ Peer Rating Quality
UR - https://peer.asee.org/37464
DO - 10.18260/1-2--37464
ER -