scholarly journals Using Peer Evaluation to Assess Individual Performance in Team Projects for Freshmen Engineering Students in the Middle East

2020 ◽  
Author(s):  
Ghada Ph.D. ◽  
Beena Ahmed
Keyword(s):  
Middle East ◽  
Engineering Students ◽  
Individual Performance ◽  
Peer Evaluation ◽  
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 A supervised method for unbiased peer-to-peer evaluation. An experience with engineering students

2015 ◽  
Vol 2 (2) ◽  
pp. 65
Author(s):  
Francisco J. Simois
Keyword(s):  
Engineering Students ◽  
New Technologies ◽  
Assessment Method ◽  
Peer To Peer ◽  
Engineering Problem ◽  
Peer Evaluation ◽  
Continuous Evaluation ◽  
Engineering Degree ◽  
Novel Method ◽  
Interesting Alternative

<p class="Textoindependiente21">Continuous evaluation is an assessment method which has some appealing advantages but also implies an increase of the teacher’s efforts and it may be unfeasible if the class is large.</p><p class="Textoindependiente21">Of course, new technologies may be used to implement automatized evaluations, but it is usually quite difficult to carry them out when a complex task like an engineering problem is to be judged.</p><p class="Textoindependiente21">An interesting alternative is a peer-to-peer evaluation, that is, the students themselves review their works. Nevertheless, one drawback is that it is likely that the grades are overrated. Although this is a well-known problem, not much effort is usually put into solving it. In this work we propose a novel method to limit this inconvenience, which is that the teacher randomly supervises a fraction of the students tasks.</p><p class="Textoindependiente21">In this paper we present the results of such an experience carried out in a Signal Processing course within a Robotics Engineering degree. More precisely, four different sets of problems were solved by the teacher in class. At the same time, they were peer-to-peer reviewed by the students, following the indications given by the professor. Later, when the random supervision is performed, a penalty is applied if a major flaw in a student’s evaluation is detected. Thanks to this strategy, the scores tended to be more and more accurate according to the teacher’s criteria.</p><p class="Textoindependiente21">Finally, the results of a survey anonymously fulfilled by the students to assess this experience are also presented.</p>

scholarly journals DESIGNING RUBRICS FOR COMMUNICATION COURSES IN ENGINEERING: A Work in Progress

2013 ◽  
Author(s):  
Anne Parker ◽  
Aidan Topping
Keyword(s):  
Technical Communication ◽  
Engineering Students ◽  
Communicative Competence ◽  
Individual Performance ◽  
Learning Objectives ◽  
Communication Course ◽  
Design Elements ◽  
Course Content ◽  
Capstone Design Courses ◽  
Capstone Design

This paper will focus on the rubrics that we have developed for the technical communication course and the senior (capstone) design projects. As part of the C.E.A.B.’s and our own Faculty of Engineering’s mandate to more clearly define the goals of each course, the learning attributes associated with course content, and how these are assessed, we first developed rubrics that would help us track and assess students’ communicative competence. However, we soon learned that our presentation of the information impacts how well students assimilate it. Consequently, in our rubrics for the senior (capstone) design courses, we began to phrase the assignment requirements as action items, as something that must be done; for example, a document’s “layout and document design” must use “clear markers to create a visually appealing document,” and the illustrations must “communicate design elements and results.” In this way, students are encouraged to reflect on their individual performance, and one outcome for them is the opportunity to engage in a meaningful dialogue with the professor. One outcome for the professor is having the means to indicate a student’s position on a spectrum of performance. Finally, although linking attributes to learning objectives and determining “competency levels” can be very challenging, we hope to show how the rubrics we have designed may indeed make the task less daunting and more manageable for all stakeholders in the education of our engineering students.

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.

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