Conference Paper

Design notebooks as indicators of student participation in team activities

Texas Tech Univ., Lubbock
DOI: 10.1109/FIE.2007.4418149 Conference: Frontiers In Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passports, 2007. FIE '07. 37th Annual
Source: IEEE Xplore


The motivation of this study is to enhance the traditional uses of design notebooks as teamwork assessment tools. Here, this is done by relating the individual student's entries in the design notebook to peer evaluations. The objective of this study is to show that design notebooks are also effective indicators of good teamwork participation. During the course, students are introduced to essential elements of reflective thinking in the engineering design, the design process, and teamwork. A pedagogical approach developed by the authors is used to guide the students to the completion of their engineering design project. This is a pedagogical approach to creative engineering design education that has previously been shown to establish a close relationship with and within design teams of students. The students are also instructed on the writing of effective design notebooks. The design notebooks are evaluated on five essential elements based on rubrics developed. A separate tool for peer evaluation of the team members is developed and applied. The correlation of the data obtained from design notebooks to that from the peer evaluation is discussed. Suggestions are made on how design notebooks could be enhanced to provide information on team dynamics.

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    • "At the beginning of the semester, the students were provided with: (1) clear instructions on how to document entries in the design notebook, (2) examples of good design notebook entries, and (3) rubric on the grading scheme. The goal was to make sure that the students understood the expectations for the design notebooks [2]. It should be noted that the entries in the design notebook were not synchronized since in some cases the tasks involved were sometimes different for each member and in "
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    ABSTRACT: Previously, the authors investigated the use of design notebooks as indicators of student participation in team activities. It was demonstrated that design notebooks are a good indicator of teamwork practices. The motivation of this study is to enhance creativity in capstone design. In order to effectively enhance creativity, tools have to be developed to map it. Here an attempt was made to differentiate team creativity from individual creativity. Individual creativity here relates to the process of generating ideas on the basis of learning types and brainstorming techniques. Team creativity relates to the additional creativity, which is generated through synergy and team dynamics. For the design notebooks, a coding rubric is presented that is used describe and quantify the creativity instances that occur in the course of a design process. The study involved senior undergraduate students, in a two-semester capstone course. The results presented in this paper reveal that design notebooks can be used as an effective tool to map creativity instances during team activities. It was also shown that the creativity instances for the students occur at different points along the design process compared to expert designer. A discussion on how to shift the occurrences of the instances of creativity in the capstone design process is presented.
    Frontiers in Education Conference, 2009. FIE '09. 39th IEEE; 11/2009
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    ABSTRACT: Background Process development is a common and critical task for industrial chemical engineers; however, it is difficult to create activities to give students such practice in their university education. Using a computer-based simulation, we have created an authentic, industrially situated process development task that students can complete by applying their foundational knowledge and skills. We present a case study of an expert's solution to this task, which is compared with those of higher- and lower-performing student teams. PurposeThe expert study sought to characterize modeling approaches to this task and to develop a set of target competencies to evaluate evidence of student learning as a guide to assessment. Design/Method This comparative case study used ethnographic methodology to capture descriptions of the models and strategies that an expert and two advanced undergraduate student teams employed. ResultsWe categorized the expert solution into steps of information gathering, problem formulation, and iterative modeling and experimentation. We identified fourteen expert competencies and used them to assess two sample student solutions. Each student solution contained some expert competencies; a higher number of expert competencies are evident in the student team that had been previously identified as higher performing. Conclusions The framework demonstrates constructive alignment of an authentic project task with evidence of student learning to evaluate the competencies students develop. This model example can be extended to other computer-enabled learning environments and, more generally, to capstone projects and other types of open-ended project work.
    Journal of Engineering Education 10/2013; 102(4). DOI:10.1002/jee.20027 · 2.06 Impact Factor


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