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Multidisciplinary Vertically Integrated Teams: Social Network Analysis of Peer Evaluations for Vertically Integrated Projects (VIP) Program Teams

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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

Edifying Engineering Education through Multidisciplinary Efforts

Tagged Division

Multidisciplinary Engineering

Tagged Topic

Diversity

Page Count

12

Permanent URL

https://peer.asee.org/28697

Download Count

155

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Paper Authors

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J. Sonnenberg-Klein Georgia Institute of Technology

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Academic Program Manager, Vertically Integrated Projects (VIP) Program, Georgia Institute of Technology; Bachelor of Science in Engineering Physics, University of Illinois at Urbana Champaign; Master of Education in Education Organization and Leadership, University of Illinois at Urbana Champaign.

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Randal T. Abler Georgia Institute of Technology

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Edward J. Coyle Georgia Institute of Technology

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Edward J. Coyle is the John B. Peatman Distinguished Professor and a GRA Eminent Scholar at Georgia Tech. He directs the Arbutus Center for the Integration of Research and Education and is the founder of the Vertically Integrated Projects (VIP) Program and the VIP Consortium. He was a co-recipient of the National Academy of Engineering’s 2005 Bernard M. Gordon Award for Innovation in Engineering and Technology Education and the 1997 Chester F. Carlson Award from the ASEE. Dr. Coyle is a Fellow of the IEEE and his research interests include systemic reform of higher education, wireless and sensor networks, and signal and information processing.

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Ha Hang Ai

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Abstract

TITLE: Multidisciplinary Vertically Integrated Teams: Social Network Analysis of Peer Evaluations for Vertically Integrated Projects (VIP) Program Teams

ABSTRACT: Twenty-two colleges and universities have implemented the Vertically Integrated Projects (VIP) model, which consists of multidisciplinary teams, long-term large-scale projects led by faculty, the enrollment of students from different academic ranks, and the ability for students to participate for multiple years. At Georgia Institute of Technology, analysis of university exit surveys found VIP participation correlated with a meaningful effect size on three questions: the degree to which students’ education contributed to their ability to work in a multidisciplinary team; their ability to work with individuals from diverse backgrounds; and their understanding of technology applications relevant to their field of study. Motivated by these findings, the VIP coordinators conducted a retrospective study of peer evaluations, applying social network analysis to quantify student interactions and identify patterns across the program. Results indicate that within the VIP Program, students interact more often with other majors and other races/ethnicities than their own major and race/ethnicity. Results support the findings of the previous study, providing evidence of VIP experiences related to working in diverse groups and in multidisciplinary teams. This paper reports the results of this analysis and plans for further work.

Sonnenberg-Klein, J., & Abler, R. T., & Coyle, E. J., & Ai, H. H. (2017, June), Multidisciplinary Vertically Integrated Teams: Social Network Analysis of Peer Evaluations for Vertically Integrated Projects (VIP) Program Teams Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28697

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