scholarly journals A Team Health Self-Assessment Tool and Workshop for Engineering Student Teams

2018 ◽  
Author(s):  
Ada Hurst ◽  
Maria Barichello ◽  
Erin Jobidonc ◽  
Rania Al-Hammoud
Keyword(s):  
Best Practices ◽  
Engineering Students ◽  
Assessment Tool ◽  
Engineering Student ◽  
Ability To Work ◽  
Self Assessment ◽  
Team Processes ◽  
Engineering Programs ◽  
Student Teams ◽  
Students First

The ability to work in teams is an important learning outcome for graduating engineering students. There are, however, limited intentional and structured teaching opportunities through which engineering faculty can instruct students on effective team behaviours.In this paper, we describe a workshop in which student teams self-assess and create a plan to improve their team processes. Students first complete individual surveys, reflecting on their perceptions of the effectiveness of their teams. Individual responses are then aggregated at the team level, with each team receiving summary team scores. A structured in-class activity provides teams with an opportunity to reflect on effective and ineffective team processes, share strategies and best practices with other teams, and develop plans for improvement.Multiple deliveries of the module in various engineering programs, including in a capstone design course, have shown that the module is an effective tool for teams to self-assess and self-correct.

Building the Entrepreneurial Mindset Through Cross-Functional Innovation Teams

2019 ◽  
Vol 3 (1) ◽  
pp. 41-59 ◽  
Author(s):  
Mary Schoonmaker ◽  
Robert Gettens ◽  
Glenn Vallee
Keyword(s):  
Learning Outcomes ◽  
Student Outcomes ◽  
Engineering Students ◽  
Assessment Tool ◽  
Student Learning Outcomes ◽  
Engineering Student ◽  
Course Assessment ◽  
Course Changes ◽  
Functional Teams ◽  
Development Course

This learning innovation article’s purpose is to provide educators with a course assessment tool that can be used to improve student outcomes in an undergraduate, production innovation, and development course, comprised of cross-functional teams (business and engineering students). We demonstrate how over a period of three years, we used the assessment tool to help make course changes that would influence student learning outcomes. In addition, we illustrate how the tool helped us to focus on particular student skills, make specific changes targeted at selected skills, and measure if these course changes were effective with engineering student outcomes.

Using the ASHP Best Practices Self-Assessment Tool

2004 ◽  
Vol 61 (6) ◽  
pp. 562-563 ◽  
Author(s):  
Steven P. Nelson ◽  
Paul W. Abramowitz
Keyword(s):  
Best Practices ◽  
Assessment Tool ◽  
Self Assessment

scholarly journals SELF PERCEPTIONS OF STUDENTS’ HUMANITIES-BASED SKILLS IN AN ENGINEERING PROGRAM: OVERVIEW OF A LONGITUDINAL STUDY’S FIRST TWO YEARS (2017-2019)

2020 ◽  
Author(s):  
Laura Patterson
Keyword(s):  
Longitudinal Study ◽  
Research University ◽  
Engineering Students ◽  
Engineering Ethics ◽  
Self Assessment ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Self Perceptions ◽  
Perceptions Of Students ◽  
Second Year

This paper is a continuation of research from a previous paper presented to CEEA on a three-year longitudinal study aimed at assessing engineering accreditation non-technical skills at a medium sized engineering school at a large research university.  The goal of this longitudinal study is to improve the assessment of these non-technical graduate attributes and test a metric to do so.  The Likert-style survey focuses on engineering students self-perceptions of teamwork, communication skills, engineering ethics, professionalism, and lifelong learning in order to gather quantitative data that can be analyzed for trends. Self-perceptions are the focus of this study because student self-efficacy has been found to be correlated with student success over the long term. The study has been conducted through pre-and post-surveys testing whether engineering students’ self-assessment of their abilities in those areas increased or decreased from year to year.  Currently, the longitudinal study has only just completed data collection for its final year of the three-year study, so the focus of this paper will be adding the results of the second year to the first, which were presented to CEEA last year. This paper analyzes the data gathered in the second year of the longitudinal study and continue the analysis of those results to explore what they can offer to our understanding of non-technical engineering graduate attributes. These findings are not meant to replace other initiatives, but to offer another metric to examine the effectiveness of engineering programs and meeting non-technical accreditation requirements. 

scholarly journals A Holistic Cybersecurity Maturity Assessment Framework for Higher Education Institutions in the United Kingdom

2020 ◽  
Vol 10 (10) ◽  
pp. 3660
Author(s):  
Aliyu Aliyu ◽  
Leandros Maglaras ◽  
Ying He ◽  
Iryna Yevseyeva ◽  
Eerke Boiten ◽  
...  
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Best Practices ◽  
Assessment Tool ◽  
Assessment Framework ◽  
Self Assessment ◽  
Maturity Models ◽  
Capability Maturity ◽  
The United Kingdom ◽  
Maturity Assessment

As organisations are vulnerable to cyberattacks, their protection becomes a significant issue. Capability Maturity Models can enable organisations to benchmark current maturity levels against best practices. Although many maturity models have been already proposed in the literature, a need for models that integrate several regulations exists. This article presents a light, web-based model that can be used as a cybersecurity assessment tool for Higher Education Institutes (HEIs) of the United Kingdom. The novel Holistic Cybersecurity Maturity Assessment Framework incorporates all security regulations, privacy regulations, and best practices that HEIs must be compliant to, and can be used as a self assessment or a cybersecurity audit tool.

scholarly journals COMPARITIVE STUDY OF THE ORGANIZATIONAL STRUCTURE OF ENGINEERING STUDENT TEAMS AND TEAM EFFECTIVENESS

2018 ◽  
Author(s):  
Radhika R. Kartha ◽  
Dr Michael W. Fowler ◽  
Dr Roydon A. Fraser
Keyword(s):  
Best Practices ◽  
Organizational Structure ◽  
Team Effectiveness ◽  
Organizational Structures ◽  
Engineering Student ◽  
Effective Teams ◽  
Team Culture ◽  
Student Teams ◽  
Capstone Projects ◽  
Insight Into

 Abstract – Design-and-build competitions are integral to effective higher engineering education. Yet, there is not much research investigating if the organizational structures of engineering student teams and team effectiveness follow any trends. This paper delves into the possibility of this correlation by measuring parameters that contribute to effective teams. This research provides data that is used to judge best practices for engineering student teams. The findings from this paper can then be used as a basis for action when the students find a need for organization development in the future. Additionally, this analysis provides insight into teamwork in engineering. This could benefit 4th year design (a.k.a capstone) projects as well as innovative companies with similar settings. The core contributors to a team's effectiveness are leadership, direction, planning, knowledge transfer, and meetings for engineering student teams. Although parameters like communication and team culture are important, student teams generally have no problems in these areas. By comparing three organizational structures, it is concluded that in general engineering student teams are best when they follow a holocratic or flatter organizational structure as opposed to a strictly flat organizational structure.  

Exploration of the Experiences That Shape Engineering Students’ Entrepreneurial Mindset Development

2021 ◽  
pp. 251512742110292
Author(s):  
Alexandra Jackson ◽  
Samantha Resnick ◽  
Rebecca Hansson ◽  
Kenyon Burgess ◽  
Cheryl A. Bodnar
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Qualitative Analysis ◽  
Student Development ◽  
Engineering Students ◽  
Research Study ◽  
Engineering Student ◽  
Course Work ◽  
Research Questions ◽  
Higher Education Experiences

The overall purpose of this research is to be able to understand how engineering students believe they are developing EM throughout their higher education experiences. Is EM development attributed to the inclusion of EM based projects and activities within their engineering course work? Perhaps, EM development occurs more readily through engineering students’ participation in extracurricular or co-curricular activities? Alternatively, maybe EM development is not tied to the higher education ecosystem at all, and engineering students develop EM as a result of job or volunteer experiences. As such, this research study seeks to answer the following research questions: (1) Which types of experiences contribute to engineering students' EM development? And (2) What types of attributes of EM do engineering students perceive are developed through these experiences? The study involves a qualitative analysis of engineering student interviews to determine the experiences that have contributed to student EM development as well as EM traits that were specifically focused upon within these experiences. Through understanding engineering students’ perceptions of how they developed an EM, it will provide the necessary information to determine best practices for EM student development in the future.

scholarly journals DEVELOPMENT OF “INTRODUCTION TO ENGINEERING” COURSES FOR FIRST YEAR ENGINEERING STUDENTS: A FOCUS ON STUDENT ATTITUDES

2020 ◽  
Author(s):  
Joel B. Frey ◽  
Ryan Banow
Keyword(s):  
Learning Outcomes ◽  
Time Management ◽  
Student Attitudes ◽  
Engineering Students ◽  
Health And Safety ◽  
Well Being ◽  
First Year ◽  
Self Assessment ◽  
Engineering Programs ◽  
College Of Engineering

Many students entering an engineering program have a strong appreciation of the importance of math- and science-based skills for their future career as an engineer, but often have little grasp of what it means to be entering a professional college.  For this reason, many engineering programs in Canada include some form of an “Introduction to the Engineering Profession” in their first-year program.  The University of Saskatchewan’s College of Engineering has been working toward the launch of a completely redesigned first year program.  This project has afforded the College an opportunity to apply a novel and transferable approach to shaping this “Introduction to the Engineering” experience.  The structure of the proposed new first year program has allowed for short and intensive “Introduction to Engineering” modules, which bookend each of the regular session terms.  This timing makes them an orientation for the program, allowing for timely deep dives into matters of importance to engineering students: study skills, time-management, teamwork, self-assessment, support services, student well-being, ethics, academic integrity, and health and safety.  The timing of the modules also allows for completion of term-long assignments and reflection on both personal and academic growth. This paper describes the process employed to develop the course learning outcomes, schedule of topics and activities, and syllabi.  The process focused on over-arching target attitudes, such as “I am on the path to becoming a professional”, and ensured constructive alignment between these attitudes and the learning outcomes, learning activities, and assessment.  The nature of the process made it easy to clarify what was essential to include in the courses, and to make a compelling case for the importance of the courses in the context of a myriad of foundational technical topics.   

scholarly journals How well prepared are countries in Latin America and the Caribbean? A Benchmarking Assessment for Oil Spill Preparedness and Response

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Elliott Taylor ◽  
Miguel Moyano ◽  
Darío Miranda ◽  
Matt Richards
Keyword(s):  
Latin America ◽  
Best Practices ◽  
Oil Spill ◽  
Assessment Tool ◽  
Regional Cooperation ◽  
Regional Scale ◽  
Development Program ◽  
Small Island ◽  
Mutual Aid ◽  
Self Assessment

Abstract ID 667973 A guide for best practices in spill response preparedness was presented to the international community over ten years ago during the 2008 IOSC. The published guide was the compiled effort of multiple government and industry stakeholder workshops representing the spill response community. Through ARPEL initiatives, the guide was transitioned into a free, user-friendly, spill response/readiness evaluation tool for oil spills (RETOS™) and its accompanying manual. RETOS™ is a scalable self-assessment tool that uses a broad suite of planning and readiness assessment criteria broken down into ten different categories to identify gaps in a response program. RETOS™ has subsequently been used in over 50 countries to assess the status of oil spill readiness and preparedness for national to local facility spill response programs. The benchmarking evaluation identifies gaps and opportunities for improvement, priority areas for development, and establishes a baseline against which program improvements and regional, or complementary, response programs can be gauged. RETOS use in Caribbean and Latin America countries, instigated through the RAC-REMPEITC and ARPEL, has promoted national plan development, program improvements, and regional cooperation. National programs assessed at a base level using the RETOS™ application revealed scores between approximately 30 and 90% in these regions. National assessments from countries throughout region and a survey of RETOS users, most of whom utilized the tools for assessing national spill response programs, reveal areas that are common challenges for many of the small island and/or developing nations. These encompass financial matters, training and exercises, and sustained improvement. Several countries in the region have conducted subsequent assessments and in some cases have shown as much as 60% improvements in program readiness. When RETOS™ is used on a regional scale, specific national program gaps can be compiled and analyzed regionally. This analysis can drive future IMO activities to address regional gaps and areas for improvement, highlight specific areas for bi-lateral and multi-lateral mutual aid agreements, and can provide regional solutions to national problems, such as creating and maintaining a database of oil spill equipment and experts available in the countries of the Region. Updates to the ARPEL RETOS™ tool and Manual, continued published guidance on best-practices, and repeated self-assessment efforts are recommended to sustain spill readiness improvements. The RETOS™ tool has proven to be an integral part of national and regional oil spill program assessment and directly contributes to overall oil spill program improvements.

scholarly journals Engineering Student Leaders’ Self-Assessments of Leadership Skills

2015 ◽  
Author(s):  
Robyn Paul ◽  
Lynne Cowe Falls
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Leadership Skills ◽  
Leadership Competencies ◽  
Student Leaders ◽  
Leadership Education ◽  
Male Students ◽  
Engineering Student ◽  
Self Assessment ◽  
Self Assessments

In the 21st century, graduating engineering students are required to have many skills beyond traditional technical skills. Leadership education in engineering has had an increased development over the past few decades, however there is still a lack of understanding of the effectiveness of these programs. This paper summarizes the results from a pilot study conducted with a group of undergraduate students. Engineering student leaders were given a leadership self-assessment at the beginning and end of their semester. Overall, a slight improvement was observed in the majority of the leadership competencies including character, teamwork, and technical. Male students had a decrease in their teamwork skills. Both genders ranked themselves lowest in technical abilities, however male students rated themselves significantly higher relative to female students. The findings from this study could be useful to develop and improve engineering leadership education programs based on the gaps of student competencies.

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