Teaching self-evaluation skills in a team-based project class

Martha Ostheimer, Hal S Tharp

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Recent industry feedback indicates that graduating engineers need better preparation in solving open-ended problems and communication. In response to this feedback, we have developed a team-based design project class that emphasizes self-evaluation, peer-evaluation, and group evaluation of problem solving strategies, as well as written and oral communication skills. The course is built around unique team-projects that each group creates. The course also includes significant writing-to-learn activities that encourage students to reflect on and develop an awareness of their problem solving processes and communication skills. The students also work in teams, and in pairs, to evaluate the process of solving problems. Their written and oral presentations are also self-evaluated and peer-evaluated. This emphasis on students becoming more self-aware of the strengths and weaknesses of their problem solving abilities, and on students becoming capable of evaluating the effectiveness of their communication skills, will prepare our students to better evaluate their future work in industry.

Original languageEnglish (US)
Title of host publicationASEE Annual Conference Proceedings
Pages3059-3064
Number of pages6
StatePublished - 1996
Event1996 ASEE Annual Conference Proceedings - Washington, DC, United States
Duration: Jun 23 1996Jun 26 1996

Other

Other1996 ASEE Annual Conference Proceedings
CountryUnited States
CityWashington, DC
Period6/23/966/26/96

Fingerprint

Teaching
Students
Communication
Feedback
Industry
Engineers

ASJC Scopus subject areas

  • Engineering(all)

Cite this

Ostheimer, M., & Tharp, H. S. (1996). Teaching self-evaluation skills in a team-based project class. In ASEE Annual Conference Proceedings (pp. 3059-3064)

Teaching self-evaluation skills in a team-based project class. / Ostheimer, Martha; Tharp, Hal S.

ASEE Annual Conference Proceedings. 1996. p. 3059-3064.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Ostheimer, M & Tharp, HS 1996, Teaching self-evaluation skills in a team-based project class. in ASEE Annual Conference Proceedings. pp. 3059-3064, 1996 ASEE Annual Conference Proceedings, Washington, DC, United States, 6/23/96.
Ostheimer M, Tharp HS. Teaching self-evaluation skills in a team-based project class. In ASEE Annual Conference Proceedings. 1996. p. 3059-3064
Ostheimer, Martha ; Tharp, Hal S. / Teaching self-evaluation skills in a team-based project class. ASEE Annual Conference Proceedings. 1996. pp. 3059-3064
@inproceedings{89aef852d6d44752b0e82eda07528c45,
title = "Teaching self-evaluation skills in a team-based project class",
abstract = "Recent industry feedback indicates that graduating engineers need better preparation in solving open-ended problems and communication. In response to this feedback, we have developed a team-based design project class that emphasizes self-evaluation, peer-evaluation, and group evaluation of problem solving strategies, as well as written and oral communication skills. The course is built around unique team-projects that each group creates. The course also includes significant writing-to-learn activities that encourage students to reflect on and develop an awareness of their problem solving processes and communication skills. The students also work in teams, and in pairs, to evaluate the process of solving problems. Their written and oral presentations are also self-evaluated and peer-evaluated. This emphasis on students becoming more self-aware of the strengths and weaknesses of their problem solving abilities, and on students becoming capable of evaluating the effectiveness of their communication skills, will prepare our students to better evaluate their future work in industry.",
author = "Martha Ostheimer and Tharp, {Hal S}",
year = "1996",
language = "English (US)",
pages = "3059--3064",
booktitle = "ASEE Annual Conference Proceedings",

}

TY - GEN

T1 - Teaching self-evaluation skills in a team-based project class

AU - Ostheimer, Martha

AU - Tharp, Hal S

PY - 1996

Y1 - 1996

N2 - Recent industry feedback indicates that graduating engineers need better preparation in solving open-ended problems and communication. In response to this feedback, we have developed a team-based design project class that emphasizes self-evaluation, peer-evaluation, and group evaluation of problem solving strategies, as well as written and oral communication skills. The course is built around unique team-projects that each group creates. The course also includes significant writing-to-learn activities that encourage students to reflect on and develop an awareness of their problem solving processes and communication skills. The students also work in teams, and in pairs, to evaluate the process of solving problems. Their written and oral presentations are also self-evaluated and peer-evaluated. This emphasis on students becoming more self-aware of the strengths and weaknesses of their problem solving abilities, and on students becoming capable of evaluating the effectiveness of their communication skills, will prepare our students to better evaluate their future work in industry.

AB - Recent industry feedback indicates that graduating engineers need better preparation in solving open-ended problems and communication. In response to this feedback, we have developed a team-based design project class that emphasizes self-evaluation, peer-evaluation, and group evaluation of problem solving strategies, as well as written and oral communication skills. The course is built around unique team-projects that each group creates. The course also includes significant writing-to-learn activities that encourage students to reflect on and develop an awareness of their problem solving processes and communication skills. The students also work in teams, and in pairs, to evaluate the process of solving problems. Their written and oral presentations are also self-evaluated and peer-evaluated. This emphasis on students becoming more self-aware of the strengths and weaknesses of their problem solving abilities, and on students becoming capable of evaluating the effectiveness of their communication skills, will prepare our students to better evaluate their future work in industry.

UR - http://www.scopus.com/inward/record.url?scp=8744301934&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=8744301934&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:8744301934

SP - 3059

EP - 3064

BT - ASEE Annual Conference Proceedings

ER -