scholarly journals The innovation level of engineering students’ team projects in hybrid and MOOC environments

2021 ◽  
pp. 1-15
Author(s):  
Miri Barak ◽  
Maya Usher
Keyword(s):  
Engineering Students ◽  
Team Projects

Cross-Cultural Virtual Team Projects

2021 ◽  
pp. 86-107
Author(s):  
Anuli Ndubuisi ◽  
Elham Marzi ◽  
James Slotta
Keyword(s):  
Virtual Teams ◽  
Intercultural Competence ◽  
Global Economy ◽  
Engineering Students ◽  
Virtual Team ◽  
Project Based Learning ◽  
Virtual Collaboration ◽  
Team Projects ◽  
Intercultural Competencies ◽  
Before And After

Future engineers require global and intercultural competencies to prepare them to work in an increasingly multicultural, digitized, and interdependent global economy. To enhance engineering students' international exposure, awareness, and cultural experiences, the authors developed a unique international virtual team program that engaged students in collaborative project-based learning with peers around the world. Each virtual team consisted of multidisciplinary students from various countries and institutions. The students' knowledge and understanding of intercultural competence were evaluated before and after the program to ascertain its impact on their understanding of intercultural sensitivities and collaboration in virtual teams. Recommendations for learning enhancements were proposed. The authors found the integration of intercultural content with the global virtual team projects to be a successful strategy for helping engineering students build intercultural competencies and virtual collaboration skills, in addition to technical engineering knowledge and experience.

An Evaluation of the Effects of Team Projects and Augmented Reality on Student Learning in Sustainable Building Science

2019 ◽  
Author(s):  
Cheng-Xian Lin ◽  
Nipesh Pradhananga ◽  
Shahin Vassigh
Keyword(s):  
Augmented Reality ◽  
Student Learning ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Work Force ◽  
Building Design ◽  
Multidisciplinary Teams ◽  
Building Science ◽  
Sustainable Building ◽  
Team Projects

Abstract Sustainable building design and construction involves complex systems that require multidisciplinary teams from engineering, construction, and architecture, to design and analyze the systems at every stage of the process during the building’s life cycle. However, students who are the future work force are often trained in different disciplines across different colleges. When these students are grouped together to work on the building design and analysis, learning in a multidisciplinary environment could be both beneficial and challenging due to the difference in their background. In this paper, we report our experience and analysis of data examining the learning effectiveness of the undergraduate students from three cross-college departments in architecture, construction, and engineering. Using pre- and post-semester tests on selected building science problems, we have investigated how the student’s understanding of building science had changed through team projects. Particularly, for mechanical engineering students in the design of thermal/fluid systems classes, we analyzed whether a cross-college multidisciplinary team could do better as compared to a disciplinary-specific team within the same class. We also examined the potential effects of emerging technology, augmented reality, on student learning in the same team environment. It was interesting to find that students’ learning in discipline-specific teams can be improved as in the multidisciplinary teams, due to the challenges in the complexity of the projects.

scholarly journals UNIVERSITY AND COMMUNITY COLLEGE STUDENTS CAN SHARE A LEARNING EXPERIENCE

2011 ◽  
Author(s):  
Barrie Jackson ◽  
Dale Dilamarter ◽  
Peter Spasov
Keyword(s):  
Engineering Students ◽  
Learning Experience ◽  
Multidisciplinary Teams ◽  
Engineering Technology ◽  
Technology Students ◽  
Team Projects ◽  
Student Teams ◽  
Queen's University ◽  
Team Student ◽  
The University

This paper describes a pilot collaboration between Queen’s University and Sir Sandford Fleming College of Applied Arts and Technology in Peterborough Ontario. Since 1994 Queen’s has offered projects where students learn by solving problems for fee paying industrial clients. Known as Technology Engineering and Management (TEAM) student participants form multidisciplinary teams to consult for business clients. In addition to engineering students, commerce and arts students have often participated in the teams. In the Applied Projects program at Fleming College, third year engineering technology student teams solve problems for enterprise sponsors. A pilot group of engineering technology students from Fleming College worked with students in two Queen’s University TEAM projects. In industrial practice, engineers and engineering technologists often collaborate on solving problems. This collaboration rarely occurs in an educational setting. In the 2002-2003 academic year the pilot exercise simulated the professional working relationship between engineers and technologists. This paper gives a description of the experience and the motivation to undertake this unique collaboration. The most important aspect of the presentation is a critical assessment of the University/College collaboration -- what worked, what problems arose, and what improvements are suggested.

Assessment of Individual and Teamwork Attributes in Undergraduate Engineering Students

2018 ◽  
Author(s):  
Thomas O'Neill
Keyword(s):  
Engineering Students ◽  
Team Work ◽  
First Year ◽  
First Year Students ◽  
Personal Support ◽  
Program Accreditation ◽  
Team Projects ◽  
University Of Calgary ◽  
Teamwork Skills ◽  
The University

Engineers Canada Accreditation Board lists12 Canadian Engineering Graduate Attributes necessaryfor program accreditation. One of these is the Individualand Team Work attribute. At the University of Calgary anannual survey has been developed to assess studentperceptions of teamwork. The survey examines students’overall satisfaction with teamwork activities, attitudestowards teamwork, perceived emphasis and supportreceived from the department, teamwork skills(competence and importance), and personal support forteamwork initiatives. Based on the responses from pastyears two trends can be identified: students perceive agap between their competence in teamwork skills and theimportance of those skills, and students show high levelsof support for more teamwork initiatives. Following thesetrends three recommendations can be made: teamworkskills development activities for the students, moreopportunities for peer feedback in team projects, andsupport for first year students. By annually administeringassessments engineering departments can evaluate theirsuccess in developing the necessary Individual and TeamWork attribute required by Engineers CanadaAccreditation Board for program accreditation.

scholarly journals USING GLOBAL VIRTUAL TEAMS TO SUPPORT A SUSTAINABILITY MINDSET IN ENGINEERING EDUCATION

2021 ◽  
Author(s):  
Anuli Ndubuisi ◽  
James Slotta
Keyword(s):  
Virtual Teams ◽  
Engineering Students ◽  
Virtual Team ◽  
Global Perspective ◽  
Mixed Methods Approach ◽  
Intercultural Competency ◽  
Team Projects ◽  
Intercultural Competencies ◽  
Successful Approach ◽  
Team Project

In an increasingly interconnected economy, future engineers require a sustainability mindset, which necessitates a global perspective, to enable them to work together with diverse partners to tackle the world’s problems in a sustainable manner. This study explores engineering students’ development of intercultural competencies within the context of culturally diverse global virtual team projects. We report on two consecutive iterations of an Intercultural Competency Module (ICM) delivered within a global virtual team project setting, in which engineering students are engaged in collaborative technical projects. Each study iteration comprised of a presurveyto gain insights into student’s prior knowledge and cultural background and a post-survey to determine students’ perceptions of their intercultural learning and experiences. Employing a mixed-methods approach, we found that blending ICM with global virtual team projects was a successful approach for helping engineering students acquire international experience and develop intercultural competencies in addition to technical engineering knowledge.

scholarly journals USING GLOBAL VIRTUAL TEAMS TO SUPPORT A SUSTAINABILITY MINDSET IN ENGINEERING EDUCATION

2021 ◽  
Author(s):  
Anuli Ndubuisi ◽  
James Slotta
Keyword(s):  
Virtual Teams ◽  
Engineering Students ◽  
Virtual Team ◽  
Global Perspective ◽  
Mixed Methods Approach ◽  
Intercultural Competency ◽  
Team Projects ◽  
Intercultural Competencies ◽  
Successful Approach ◽  
Team Project

In an increasingly interconnected economy, future engineers require a sustainability mindset, whichnecessitates a global perspective, to enable them to work together with diverse partners to tackle the world’s problems in a sustainable manner. This study explores engineering students’ development of intercultural competencies within the context of culturally diverse global virtual team projects. We report on two consecutive iterations of an Intercultural Competency Module (ICM) delivered within a global virtual team project setting, in which engineering students are engaged in collaborative technical projects. Each study iteration comprised of a presurvey to gain insights into student’s prior knowledge and cultural background and a post-survey to determinestudents’ perceptions of their intercultural learning and experiences. Employing a mixed-methods approach, we found that blending ICM with global virtual team projects was a successful approach for helping engineering students acquire international experience and developintercultural competencies in addition to technical engineering knowledge.

scholarly journals Measuring Learners’ Attitudes Toward Team Projects: Scale Development Through Exploratory And Confirmatory Factor Analyses

2017 ◽  
Vol 8 (2) ◽  
pp. 61-82
Author(s):  
Seung Youn (Yonnie) Chyung ◽  
Donald J. Winiecki ◽  
Gary Hunt ◽  
Carol M. Sevier
Keyword(s):  
Factor Analysis ◽  
Engineering Students ◽  
Factor Solution ◽  
Learner Analysis ◽  
Undergraduate Engineering ◽  
Team Projects ◽  
Confirmatory Factor ◽  
Team Project ◽  
Students Attitudes ◽  
Three Factor

Team projects are increasingly used in engineering courses. Students may develop attitudes toward team projects from prior experience, and their attitudinal responses could influence their performance during team project-based learning in the future. Thus, instructors need to measure students’ attitudes toward team projects during their learner analysis to better understand students’ characteristics and be proactive in providing effective strategies to help students succeed in a team project environment. The purpose of our study was to develop a survey instrument that measures students’ attitudes toward team projects to be used as a learner analysis tool, derived from our local practical needs and due to the lack of appropriate existing instruments. The study was conducted at a mid-sized university in the northwestern United States during 2015-2016. After we generated an initial pool of 50 items, we administered the survey to 225 undergraduate engineering students, performed exploratory factor analysis on the data, and arrived at a four-factor solution of 20 items and a three-factor solution of 14 items. We tested the two competing solutions with another set of 330 undergraduate engineering students. Based on our confirmatory factor analysis results, we arrived at a three-factor model of 12 items as the finalized scale, which measures: (a) professional capacity building, (b) learning and problem-solving skills development, and (c) workload challenges. We call the scale, the Attitudes toward Team Projects Scale on Capacity, Learning, and Workload (ATPS-CLW). Suggestions for future research include continuous development, testing, and validation of the scale.

scholarly journals RELATIONAL LEADERSHIP IN DESIGN PROJECTS

2018 ◽  
Author(s):  
Claudia Bennett ◽  
Minha R. Ha
Keyword(s):  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Interpersonal Relationship ◽  
Relational Leadership ◽  
Self Assessment ◽  
Team Members ◽  
Team Projects ◽  
New Research ◽  
Relational Skills

Abstract – As a continuation of previous research pertaining to the self-assessed effectiveness in various interpersonal aspects by undergraduate Mechanical Engineering students as the Lassonde School of Engineering, the authors present in this paper, the findings of new research elaborating upon areas of concern surmised from the prior study. Motivation for this new research stems from the previous data relating to interpersonal and team relational skills inadequacies and the experiences of this paper, the authors present the findings of new research continue upon previous research pertaining to undergraduate students in Mechanical Engineering program self-assessment of effectiveness. The main objective of this paper is to present upon the common challenges of design team projects according to students, and the influence (or relation) effective and/or ineffective interpersonal relationship skills have upon those challenges. Results from this investigation indicates that human-related challenges experienced in team projects stem largely from ineffective manipulation of communication and relational skills and the various facets of team dynamics directly and indirectly affected by them. Additionally, research indicated that females team members had more gendered experiences with their teams. The author found there to be correlations between the negative female experiences and ineffective relational / interpersonal skills.  

The College-Fit Theory and Engineering Students

1983 ◽  
Vol 15 (4) ◽  
pp. 267-273 ◽  
Author(s):  
Ronald G. Taylor ◽  
Robert D. Whetstone
Keyword(s):  
Engineering Students
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