Survey Tools for Faculty to Quickly Assess Multidisciplinary Team Dynamics in Capstone Courses

Autor/inn/en	Solnosky, Ryan; Fairchild, Joshua
Titel	Survey Tools for Faculty to Quickly Assess Multidisciplinary Team Dynamics in Capstone Courses
Quelle	In: Advances in Engineering Education, 6 (2017) 2, (32 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Curriculum; Surveys; Engineering; Engineering Education; Case Studies; Feedback (Response); Teamwork; Group Dynamics; Pilot Projects; Statistical Analysis; Qualitative Research; Interdisciplinary Approach; Integrated Activities; Comparative Analysis; College Faculty; College Students; Pennsylvania + Suchen Sie Ihr Suchwort? Curricula; Lehrplan; Rahmenplan; Survey; Umfrage; Befragung; Maschinenbau; Ingenieurausbildung; Case study; Fallstudie; Case Study; Gruppendynamik; Pilot project; Modellversuch; Pilotprojekt; Statistische Analyse; Qualitative Forschung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Integrierender Unterricht; Fakultät; Collegestudent
Abstract	Many engineering faculty have limited skills and/or assessment tools to evaluate team dynamics in multidisciplinary team-based capstone courses. Rapidly deployable tools are needed here to provide proactive feedback to teams to facilitate deeper learning. Two surveys were developed based on industrial and organizational psychology theories around desired high performance industry characteristics. A case study experiment was conducted in an architectural engineering capstone. Here, these surveys were deployed in conjunction with traditional qualitative verbal feedback and technical assessments. Results presented here suggest that capstone teams exhibit high-functioning attributes of effective teams based on the course formulation. Team dynamics evolved as the course progressed naturally and with the help of faculty based on the survey results. Discussions in this paper detail survey development, implementation, and sampled trends to represent how to use and interpret the survey output. Furthermore, best practices for implementing these ideas in other courses is touched on. Evidence is presented to support the surveys as a tool and to show correlations between the results and other technical assignments. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01