Design notebooks as indicators of student participation in team activities

Conference PaperinProceedings - Frontiers in Education Conference · November 2007with23 Reads
DOI: 10.1109/FIE.2007.4418149 · Source: IEEE Xplore
Conference: Frontiers In Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passports, 2007. FIE '07. 37th Annual
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.
    • "Other recent work on design journals has been done by Ekwaro-Osire and Orono. In their work, they found that design journals served as a good indicator of an individual's teamwork practices [18]. Additional work by Ekwaro-Osire, Taraban, Orono, and Craig used design journals to track the cognitive patterns of students while working on engineering design problems [19]. "
    [Show abstract] [Hide abstract] ABSTRACT: Successful group work is a critical facet of engineering design. In addition to simply increasing the manpower available to solve a particular problem, team settings also leverage the variety of thinking offered by each individual. There are any number of functional behaviors that one might offer a team. This paper explores the idea that design journal records can provide key insight into the functional activities taken on by team members. The main questions asked by this study include (1) Can design journals provide consistent information about an individual's functional behavior? (2) Are individuals likely to shift behaviors over the course of the project's timeline? (3) Do individuals adapt to compensate for design behavior changes in other team members? The data in this study was collected from five volunteer teams of five to six undergraduate students each (total N = 29). At the time of their participation in the study, the volunteers were enrolled in the University of Maryland's mechanical engineering capstone design course, Integrated Product and Process Development. Four of the teams participated in fall 2015 and one team participated in spring 2014. Participants maintained individual journals throughout their semester-long design projects, after receiving a set of guidelines to steer but not restrict journal usage. After the projects were completed, journals were coded using a previously validated coding scheme which associates each journal entry with a design behavior class and activity. Findings for this pilot study were very encouraging. Design journals proved to be a viable source of information about the functional behaviors of individuals. The majority of the undergraduate participants in this study were found to regularly shift their focuses to different behaviors as their projects progressed. When these shifts occurred, other team members regularly shifted to accommodate the change and maintain overall similar levels of activity in each area of functional behavior for the team as a whole throughout the project's timeline.
    Full-text · Conference Paper · Aug 2016
    • "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 other cases different configurations of the team members worked on the same task. "
    [Show abstract] [Hide abstract] 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.
    Conference Paper · Nov 2009
  • [Show abstract] [Hide abstract] ABSTRACT: This paper reports on development, implementation, and adoption of best practices in the redesign of the mechanical engineering capstone design sequence at the University of Rhode Island during 2007-2009. Rethinking of the approach and pedagogy in capstone design also provided an opportunity for us to develop new assessment instruments and rubrics for evaluation of the design projects. A list of assessment instruments that we have created or adopted based on review of best practices in the literature, peer surveys, and our own experience is presented. Rubrics are provided for two of the major assessment instruments: critical design review and preliminary design report. Consistent assessment instruments and associated rubrics have proven to be an essential element of preparing student teams for successful design project experiences and evaluation of their work.
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