期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2012
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Many first-year design courses in engineering take place in large classes (100-1000 students), where a significant portion of the student’s course grade is attributed to a team project. In these large classes most students receive limited, or no, personalized assessment or feedback to guide their ongoing learning of effectiveness in teams due to resource constraints (e.g. limited interaction time with instructors or teaching assistants). As a result, students are not provided a foundation upon which to continuously improve their effectiveness as they participate in different teams throughout their degree. A web-based tool is being designed to create a safe, virtual environment in which students can learn about their team-effectiveness competencies through the use of self- and peer-assessment in their project teams [1]. Specifically, this intervention provides students with a team-effectiveness framework to create a common language by which structured feedback can be provided based on observable behaviours and competencies.A pilot study to assess the utility of this framework in facilitating useful feedback was tested in the Winter 2012 term of a 250 student cornerstone design course, Praxis II, in first year Engineering Science. The objective of the study was to assess whether students can be guided to provide useful feedback on team-effectiveness to their teammates using our team-effectiveness framework.
