Asee peer logo

Teaching Self Evaluation Skills In A Team Based

Download Paper |

Conference

1996 Annual Conference

Location

Washington, District of Columbia

Publication Date

June 23, 1996

Start Date

June 23, 1996

End Date

June 26, 1996

ISSN

2153-5965

Page Count

6

Page Numbers

1.426.1 - 1.426.6

Permanent URL

https://peer.asee.org/6332

Download Count

26

Request a correction

Paper Authors

author page

Martha Ostheimer

author page

Hal Tharp

Download Paper |

Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2532

Teaching Self-Evaluation Skills h a Team-Based Project Class

Martha Ostheimer, Hal Tharp The University of Arizona Electrical and Computer Engineering Tucson, AZ 85721-0104

ABSTRACT

Recent industry feedback indicates that graduating engineers need better preparation in solving open-ended problems and communication. In response to this feedback, we have developed a team-based design project class that emphasizes self-evaluation, peer-evaluation, and group evaluation of problem solving strategies, as well as written and oral communication skills. The course is built around unique team-projects that each group creates. The course also includes significant writing-to-learn activities that encourage students to reflect on and develop an awareness of their problem solving processes and communication skills. The students also work in teams, and in pairs, to evaluate the process of solving problems. Their written and oral presentations are also self-evaluated and peer-evaluated. This emphasis on students becoming more self-aware of the strengths and weaknesses of their problem solving abilities, and on students becoming capable of evaluating the effectiveness of their communication skills, will prepare our students to better evaluate their future work in industry.

INTRODUCTION

Results of a survey conducted by Arizona State University that asked its engineering seniors, alumni, faculty, and industry representatives that employ new engineering graduates to rank the relative importance of a set of ten desirable attributes and the performance of new graduates in these attributes, indicate that the ability to recognize and solve problems is significantly more important than any other attribute ranked by the four rating groups [1]. Additionally, both industry and alumni rated communication skills second in importance over mathematics skills, science skills, and depth and breadth of technical skills.

What is more interesting, is the relative performance ratings of new graduates in these attributes. With regard to problem solving, industry rated graduates’ preparation as 7 (l-First, 10-Last) and alumni rated it 4. The rating for performance in communication skills was 8 for both rating groups.

If our goal as educators is to produce the desired attributes our engineering graduates will need to perform successfdly in their careers, we must listen to this feedback and modify our curriculum design accordingly.

Teachers in the Department of Electrical and Computer Engineering at the University of Arizona have been working on ways to better educate and prepare our students specifically in the areas of problem

{hii~ 1996 ASEE Annual Conference Proceedings ‘..4,HJ3:

Ostheimer, M., & Tharp, H. (1996, June), Teaching Self Evaluation Skills In A Team Based Paper presented at 1996 Annual Conference, Washington, District of Columbia. https://peer.asee.org/6332

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 1996 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015