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Using CATME to Document and Improve the Effectiveness of Teamwork in Capstone Courses

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Design in Engineering Education Division: Design Teams

Tagged Division

Design in Engineering Education

Page Count

14

DOI

10.18260/1-2--33497

Permanent URL

https://peer.asee.org/33497

Download Count

252

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Paper Authors

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Behzad Beigpourian Purdue University, West Lafayette

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Behzad Beigpourian is a Ph.D. student and Research Assistant in Engineering Education at Purdue University. He earned his master’s in Structural Engineering from Shahid Chamran University in Iran, and his bachelor’s in Civil Technical Teacher from Shahid Rajaee Teacher Training University in Iran, Tehran. He has been official Technical Teacher at Ministry of Education in Iran from 2007 to 2018, and received many certificate in education such as Educational Planning, Developing Research Report, and Understanding School Culture. During these years, he has taught construction courses in several technical schools. Mr. Beigpourian currently works in the CATME project, which is NSF funding project, on optimizing teamwork skills and assessing the quality of Peer Evaluations.

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Daniel M. Ferguson Purdue University, West Lafayette

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Daniel M. Ferguson is CATME Managing Director and the recipient of several NSF awards for research in engineering education and a research associate at Purdue University. Prior to coming to Purdue he was Assistant Professor of Entrepreneurship at Ohio Northern University. Before assuming that position he was Associate Director of the Inter-Professional Studies Program [IPRO] and Senior Lecturer at Illinois Institute of Technology and involved in research in service learning, assessment processes and interventions aimed at improving learning objective attainment. Prior to his University assignments he was the Founder and CEO of The EDI Group, Ltd. and The EDI Group Canada, Ltd, independent professional services companies specializing in B2B electronic commerce and electronic data interchange. The EDI Group companies conducted syndicated market research, offered educational seminars and conferences and published The Journal of Electronic Commerce. He was also a Vice President at the First National Bank of Chicago [now J.P. Morgan Chase], where he founded and managed the bank’s market leading professional Cash Management Consulting Group, initiated the bank’s non-credit service product management organization and profit center profitability programs and was instrumental in the breakthrough EDI/EFT payment system implemented by General Motors. Dr. Ferguson is a graduate of Notre Dame, Stanford and Purdue Universities, a special edition editor of the Journal of Engineering Entrepreneurship and a member of Tau Beta Pi.

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Frederick C. Berry Purdue Polytechnic Institute 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. Recent research has focused on 1) using writing and communication assignments to improve the teaching of engineering design and 2) developing a flexible mobile studio pedagogy using the Mobile Studio Instrumentation Board.

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Matthew W. Ohland Purdue University, West Lafayette Orcid 16x16 orcid.org/0000-0003-4052-1452

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Matthew W. Ohland is 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 Best Paper awards from the Journal of Engineering Education in 2008 and 2011 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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Siqing Wei Purdue University, West Lafayette Orcid 16x16 orcid.org/0000-0002-7086-5953

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Siqing Wei received bachelor degree in Electrical and Computer Engineering at Purdue University. He is in the dual program to obtain master degree in Electrical and Computer Engineering and Ph.D degree in Engineering Education at Purdue University. After years of experience of serving a peer teacher and a graduate teaching assistant in first year engineering courses, he is now interested in study of the existence, cause and interventions on international engineers' teaming behaviors.

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Abstract

This paper examines the use of peer evaluations and associated personal and team questions to diagnosis team functionality and provide early diagnosis of team dysfunctionalities. For a large STEM Capstone program in a major Midwestern university we collected peer evaluation data three times and examined both peer evaluation data and the relationships to the peer ratings of additional questions on teammates perception of psychological safety, team conflict, team cohesiveness, personal satisfaction with their team experience, and their written peer to peer comments explaining their peer ratings. We used the CATME peer evaluation system to collect the peer ratings and the additional questions data. CATME is a tool for forming and managing teams that has been used by over one million students to date. CATME’s peer evaluation tool has five behaviorally anchored dimensions and additional team process measures that can be collected along with the peer evaluation data. We found strong correlations among team cohesiveness, team conflict and psychological safety questions. In addition, we developed heuristics by which problematic teams can be identified based on examining several of these team process scores simultaneously. In particular, psychological safety questions are strongly correlated negatively with team conflict feedback and positively correlated with team cohesion question feedback. These problem team indicators were strongly confirmed by the faculty mentoring our sample teams. A second useful team problem indicator was a lack of participation in the peer evaluation process. A final indicator of problematic teams was one or more low absolute levels of peer ratings for an individual team member and the nature of written peer to peer comments explaining the students’ self and teammate peer ratings.

Beigpourian, B., & Ferguson, D. M., & Berry, F. C., & Ohland, M. W., & Wei, S. (2019, June), Using CATME to Document and Improve the Effectiveness of Teamwork in Capstone Courses Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33497

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