scholarly journals Assessing semester-long student team design reports in large classes to provide individual student grades.

2021 ◽  
Author(s):  
Filippo A. Salustri ◽  
W. Patrick Neumann
Keyword(s):  
Individual Student ◽  
Team Size ◽  
Trade Off ◽  
Large Classes ◽  
Project Assessment ◽  
Design Projects ◽  
Team Design ◽  
Student Grades ◽  
Student Team ◽  
The Web

This paper presents a method and tool to achieve a trade-off between workload on assessors of semester-long team-based design projects in large classes, with the need for fair and comprehensive assessments of each student individually. Students “book time” throughout the semester, recording their level of input into each project element. They each provide totals for time spent on each element of their final reports. The instructor assesses each design report as if one person wrote it. These data are combined into a single rubric/spreadsheet. The rubric scales report assessments to accommodate differences in team size, and generates a unique grade for each student in a team. Examples are given in the paper, as are details from the implementation of the method in a Fall 2015 introductory design course. There is anecdotal evidence that the method works, but there is always room for improvement. Several ideas for future modifications to method are discussed. All spreadsheets, documentation, and examples are freely available via the Web. Links are provided. Keywords: engineering design, teamwork, project, assessment, individual grading.

scholarly journals Assessing semester-long student team design reports in large classes to provide individual student grades.

2021 ◽  
Author(s):  
Filippo A. Salustri ◽  
W. Patrick Neumann
Keyword(s):  
Individual Student ◽  
Team Size ◽  
Trade Off ◽  
Large Classes ◽  
Project Assessment ◽  
Design Projects ◽  
Team Design ◽  
Student Grades ◽  
Student Team ◽  
The Web

This paper presents a method and tool to achieve a trade-off between workload on assessors of semester-long team-based design projects in large classes, with the need for fair and comprehensive assessments of each student individually. Students “book time” throughout the semester, recording their level of input into each project element. They each provide totals for time spent on each element of their final reports. The instructor assesses each design report as if one person wrote it. These data are combined into a single rubric/spreadsheet. The rubric scales report assessments to accommodate differences in team size, and generates a unique grade for each student in a team. Examples are given in the paper, as are details from the implementation of the method in a Fall 2015 introductory design course. There is anecdotal evidence that the method works, but there is always room for improvement. Several ideas for future modifications to method are discussed. All spreadsheets, documentation, and examples are freely available via the Web. Links are provided. Keywords: engineering design, teamwork, project, assessment, individual grading.

scholarly journals Assessing Semester-Long Student Team Design Reports in Large Classes to Provide Individual Student Grades

2017 ◽  
Author(s):  
Filippo A. Salustri ◽  
Patrick W. Neumann
Keyword(s):  
Individual Student ◽  
Anecdotal Evidence ◽  
Team Size ◽  
Trade Off ◽  
Large Classes ◽  
Design Projects ◽  
Team Design ◽  
Student Grades ◽  
Student Team ◽  
The Web

This paper presents a method and tool to achieve a trade-off between workload on assessors of semester-long team-based design projects in large classes, with the need for fair and comprehensive assessmentsof each student individually. Students “book time” throughout the semester, recording their level of input into each project element. They each provide totals for time spent on each element of their final reports. The instructor assesses each design report as if one person wrote it. These data are combined into a single rubric/ spreadsheet. The rubric scales report assessments to accommodate differences in team size, and generates a unique grade for each student in a team. Examples are given in the paper, as are details from the implementation of the method in a Fall 2015 introductory design course. There is anecdotal evidence that the method works, but there is always room for improvement. Several ideas for future modifications to method are discussed. All spreadsheets, documentation, and examples are freely available via the Web. Links are provided.

Toward an Economically Optimal Team Design in IT-Related Innovation Projects

2021 ◽  
pp. 2150001
Author(s):  
Michael Bitzer ◽  
Olga Bürger ◽  
Björn Häckel ◽  
Christian Voit
Keyword(s):  
Economic Evaluation ◽  
Work Experience ◽  
Quantitative Model ◽  
Project Performance ◽  
Design Parameters ◽  
Team Size ◽  
Business Environments ◽  
Innovation Projects ◽  
Ex Ante ◽  
Team Design

Driven by the increased relevance of digitalised and hypercompetitive business environments, companies need to focus on IT-related innovation projects (ITIPs) to guarantee long-term success. Although prior research has illustrated that an appropriate team design can increase project performance, an approach for determining the economically optimal team design from an ex ante perspective is missing. Against this backdrop, we follow analytical modelling research and develop a model that determines the optimal team design for an ITIP by transferring central findings of previous research regarding relevant influencing factors, e.g., team size and academic background diversity, into an ex ante economic evaluation. Thereby, our model allows the comparison of different team designs (i.e., team compositions) with regard to the prospective monetary project performance. Generally, the results show that only about a fifth of the random team designs resulted in a positive profit. In contrast, the well-founded, optimal team designs proposed by our model led to a positive profit in almost 90% of all cases. Regarding the influencing parameters, we observe that team size is the most important factor since a deviation from the optimum has a much more significant effect on the expected profit than do other factors such as work experience. To ensure the real-world fidelity and applicability of our model, we discuss the underlying assumptions with two practitioners. Our contribution is manifold: Inter alia, from an academic perspective, we enhance existing research on team design by converting well-accepted qualitative findings from a frequently investigated field outside business administration (i.e., [social] psychology) into a quantitative model that allows for the ex ante economic evaluation of team design parameters. For practitioners, we provide a model that assists managers in designing ITIP teams that are more likely to deliver desired results. This model enables managers to avoid relying only on gut feeling when designing ITIP teams, as is currently often the case due to a lack of alternative approaches.

scholarly journals COLLABORATIVE DIGITAL DESIGN NOTEBOOKS

2018 ◽  
Author(s):  
Ralph O. Buchal
Keyword(s):  
Collaborative Design ◽  
Digital Design ◽  
Design Teams ◽  
Shared Workspace ◽  
Large Classes ◽  
Team Design ◽  
Main Components ◽  
Collaborative Activities ◽  
And Training ◽  
And Task

 Abstract – Many design courses require students to maintain a paper-based personal design notebook or journal. The potential advantages of a digital notebook have been described in the literature, but few reports can be found on the use of digital notebooks in practice. This paper describes the design and implementation of a cloud-based collaborative workspace to provide a shared team design notebook. The shared workspace uses Microsoft SharePoint sites and Microsoft OneNote notebooks as the main components. SharePoint sites were created for 34 design teams in a 2nd-year engineering design course. Each site had a team notebook, document library, discussion forum, and task scheduler. Instructions and training were provided at the beginning of the course. Students were able to use the tools with little difficulty, and were able to use them as an effective replacement for a paper notebook. However, many teams did not make full use of the available capabilities, and there was little evidence of higher-level collaborative activities. The described implementation is technically and financially feasible, is scalable to large classes, and satisfies most of the requirements of a collaborative design notebook. However, scaffolding and training are needed to ensure that students collaborate effectively.

scholarly journals Three Freshman Team Design Projects

2020 ◽  
Author(s):  
Teodora Shuman ◽  
Greg Mason
Keyword(s):  
Design Projects ◽  
Team Design

Robust Logistics

2030 ◽  
2010 ◽  
Author(s):  
Rutger van Santen ◽  
Djan Khoe ◽  
Bram Vermeer
Keyword(s):  
Supply Chain ◽  
Power Supply ◽  
The Other ◽  
Central Issue ◽  
The Internet ◽  
Supply Network ◽  
Supply Networks ◽  
Trade Off ◽  
Industrial Companies ◽  
The Web

Our lives seem to revolve around schedules. If we don’t honor them with second-to-second precision, we miss our trains and our workplace rosters fall apart. We’re reliant on one another, and we constantly have to coordinate our schedules with those of others. Planning is crucial to our industry, too. If you unexpectedly run out of nuts and bolts, you can’t make any more cars, and the entire production process grinds to a halt. No manufacturer can afford that, so industrial companies employ large teams of specialists whose job is to ensure there are never any shortages of key parts. A worldwide logistic network has become our industry’s lifeblood. The central issue facing logistics is that of reliability. How do you keep your supply network intact? And how do you limit the consequences if it fails? These are questions that go far beyond the supply of nuts and bolts for new cars. Reliable logistics touches equally on the web of interactions that determine food production and the optimization of the Internet. It also extends to power supply, telecommunications, and workforce. Reliable networks make our society tick. But they face uncertainties of various kinds. That lends a broader significance to insights gained from industrial logistics, which offer us tools we can use to optimize networks and account for uncertainties in other areas as well. The reliability of a supply network is intimately bound up with the inventories you need to maintain. Businesses hold millions of dollars’ worth of supplies in their warehouses to make absolutely certain they never cease production due to a failure in the supply chain. So the key question is how large a stock do you need to hold of each component? Smart planning to hold down inventory levels in your warehouse generates immediate savings. On the other hand, you need enough stock to ensure continuity should anything go wrong. Optimizing storage is a common problem in supply networks. There is always a trade-off between the reliability of the network and the need for it to be profitable in an economic sense.

The Use of Influence Tactics and Outcome Valence on Goal Commitment for Assigned Student Team Projects

2016 ◽  
Vol 41 (1) ◽  
pp. 118-145 ◽  
Author(s):  
James Swaim ◽  
Amy Henley
Keyword(s):  
Public University ◽  
Goal Commitment ◽  
Influence Tactics ◽  
Project Teams ◽  
Student Outcome ◽  
Individual Student ◽  
Rational Persuasion ◽  
Team Projects ◽  
Outcome Valence ◽  
Student Team

Project teams are a mainstay in both organizations and business schools. Despite their popularity, instructors and students often express dissatisfaction regarding assigned student team projects. In this article, we examine the effects of influence tactics available to instructors (collaborative assistance and rational persuasion) and individual student outcome valence on goal commitment for assigned team projects. Data were collected from upper-division students majoring in business administration at a large public university to examine the roles that instructors and students alike can play in increasing individual student commitment for assigned team projects. Results indicate that both instructor collaborative assistance and rational persuasion are related to individual student value placed on assigned team projects and also that this value affects overall project goal commitment. We suggest these results provide insights to assist instructors and students for increasing overall levels of student goal commitment in assigned team projects.

Optimal Team Size and Monitoring in Organizations

2008 ◽  
Vol 83 (3) ◽  
pp. 789-822 ◽  
Author(s):  
Pierre Jinghong Liang ◽  
Madhav V. Rajan ◽  
Korok Ray
Keyword(s):  
Environmental Variables ◽  
Pay For Performance ◽  
Incentive Contracts ◽  
Team Size ◽  
Team Production ◽  
Trade Off ◽  
Team Structure ◽  
Production Team ◽  
Equilibrium Level ◽  
The Impact

We formulate and analyze a model of team structure and monitoring within a Linear-Exponential-Normal (LEN) agency framework. We incorporate three key instruments in the internal design of an organization involving team production: team size, monitoring activities, and incentive contracts. We show that the complex tradeoffs among these instruments lead to surprisingly simple implications. One such result is that the equilibrium level of pay-for-performance for workers is attenuated and is, at times, invariant to most environmental variables of interest. As such, our model helps explain the empirical puzzle of the lack of a trade-off for risk/incentives shown in standard agency models. Our work also demonstrates the presence of complementarities between team size and monitoring, and between worker talent and managerial monitoring ability. Finally, we derive predictions about the impact of environmental variables on the choice of optimal team size, incentives, and employee quality, even in the presence of an external marketplace for talent.

Assessing Student Team Performance in Industry Sponsored Design Projects

2007 ◽  
Vol 129 (7) ◽  
pp. 692-700 ◽  
Author(s):  
M. Keefe ◽  
J. Glancey ◽  
N. Cloud
Keyword(s):  
Student Performance ◽  
Team Performance ◽  
Lessons Learned ◽  
Assessment Tools ◽  
Project Phases ◽  
Design Projects ◽  
Faculty Assessments ◽  
Undergraduate Science ◽  
Evaluation Rubrics ◽  
Student Team

Although cooperative learning in a team setting is a common approach for integrating problem-based learning into undergraduate science and engineering, standard assessment tools do not exists to evaluate learning outcomes. As a result, novel techniques need to be developed to assess learning in team-based design projects. This paper describes the experiences and lessons learned in assessing student performance in team-based, project courses culminating in a senior capstone experience that integrates industry-sponsored design projects. A set of rubrics linked to the instructional objectives was developed that define and communicate expectations during each of three project phases. Rubrics for each phase incorporate three fundamental areas of team performance assessment: (i) synthesis of a valid concept; (ii) management of resources; and (iii) interpersonal interaction and communication. At the end of each phase, both the faculty and industry sponsor use the same rubric to assess student team performance. An analysis of variance (ANOVA) of the assessment data collected over the last 5 years indicated that student performance, measured by faculty grades and industry sponsor evaluations, was not significantly affected by the faculty advisor, project type, or sponsoring company size. These results are attributed primarily to the faculty focusing more on assessing student performance in executing the design process and less on the actual project results. The analysis also revealed that faculty assessments of student performance did not correlate very well with industry sponsor assessments. To address this, a revised set of evaluation rubrics were developed and are currently being used to better articulate expectations from both faculty and industrial sponsor perspectives.

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