Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Electrical and Computer
Providing engineering students with hands-on experiences in physical laboratories is a critical factor in producing well rounded graduates. Additionally, engineering students need to gain as much experience working on teams as possible, so they are prepared for the teaming environment that is prevalent in industry. While implementing a group-based course design might be more difficult on the instructor, it provides greater benefit to the students and reduces laboratory equipment cost and support staff. The details of how groups are structured and selected plays a major role into how effective the group-based course design will be. Allowing students to self-select their group is by far the easiest on the instructor and one would naturally think it would also be the most popular method for the students. Educators often make the assumption that students will be happier when they are given more autonomy, but in this study that was found not to be the case. When a self-selection system was replaced with the system explained in this paper the course was greatly improved. Many of the issues with self-selection and other common group selection methods are overcome with a novel group shuffling process that is proposed in this study. This study is implemented in an analog electronics laboratory course with 2-person groups, but many of the ideas could be implemented in other settings. A vital part of any group-based course design should be a method to motivate the students to do their best in the group. This study details a group evaluation method that serves as an exceptional motivational tool for the students. Anonymous course evaluation data was used to show how the students perceived the effectiveness of the group selection process and the group evaluation tool.
Davis, C. E., & Moses, P. (2020, June), Partner Selection and Group-based Curriculum Design for Engineering Laboratory Courses Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35038
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