Achieving Scalability and Interactivity in a Communication Skills Course for Undergraduate Engineering Students

Petrović, Juraj; Pale, Predrag

doi:10.1109/te.2021.3067098

Cited by 10 publications

(7 citation statements)

References 27 publications

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“…We presented preliminary findings on two skills gaps, "Scheduling tasks & timelines" and "Communicating & engaging within the teams" in the curriculum based on the analysis of 28 courses and substantiated by insights from interviews with course coordinators. While other studies have also reported on the issues of time management skills and communication skills of engineering students (Petrović and Pale, 2021), our identification of this skill gap is significant in the context of design education curriculum, as it could help in the strategic placement of remedial interventions. In the future, there is potential to delve deeper into a more detailed examination of the identified skills gaps.…”

Section: Preliminary Findings On Skills Gapsmentioning

confidence: 86%

“…Previous studies have highlighted how professional competencies could be aligned to the attributes used in curriculum maps that link learning experiences and assessments to the intended learning outcomes (Oliver et al, 2007). Studies also identify competency gaps in the education of engineers based on skills required in practice, to develop new interventions (Jovanovic and Tomovic, 2008;Petrović and Pale, 2021).…”

Section: Learning Progression and Competency Benchmarking In Design E...mentioning

confidence: 99%

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Find the Gap: An Approach for Visualizing and Analysing Design Competencies in a University With Interdisciplinary Curriculum

Khan,

Hendra,

Sudhindra

et al. 2023

Proc. Des. Soc.

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Design education needs to be continually investigated and improved to stay relevant. The Singapore University of Technology and Design (SUTD) is a leading university focused on all elements of technology-based design. The overarching motivation of our research is to enhance design education curriculum at SUTD. Our research objectives are (1) to understand how design competencies are implemented in SUTD's curriculum and courses (2) to identify gaps in teaching of design competencies at SUTD. We analyse competencies in 28 design courses at SUTD. We develop the visualization and analysis of 12 skills grouped under two abilities from the Design competency assessment framework. Our main contributions are: (1) We present an approach to map the design competencies that are taught across design courses at a university with an interdisciplinary curriculum, (2) We present an approach for mapping design competency progression based on ITAE (Introduced, Taught, Assessed, Expected) categorization, (3) Based on the above, we provide preliminary findings on two skill gaps in the curriculum, substantiated with insights from interviews with course coordinators.

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Section: Preliminary Findings On Skills Gapsmentioning

confidence: 86%

Section: Learning Progression and Competency Benchmarking In Design E...mentioning

confidence: 99%

Find the Gap: An Approach for Visualizing and Analysing Design Competencies in a University With Interdisciplinary Curriculum

Khan,

Hendra,

Sudhindra

et al. 2023

Proc. Des. Soc.

View full text Add to dashboard Cite

show abstract

“…This can be compounded further because another issue associated with large-scale teaching contexts is the extent to which it can make creating opportunities for interactivity more difficult (Petrovi c and Pale, 2021). This is because large cohorts can mean that opportunities for student engagement, class discussions and interactive activities are constrained.…”

Section: Assessing the Key Challenges Posed By Large-scale Teaching C...mentioning

confidence: 99%

“…This is alongside a commitment to the expansion of student support services, which can play a crucial role in mitigating the kinds of issues posed by the need to integrate student employability skills within large-scale teaching contexts (Bouchey et al, 2021;Lauridsen, 2017). At the same time, business schools have begun to place much greater emphasis on the integration of innovative pedagogical approaches into their curricula (Bryant, 2023;Petrovi c and Pale, 2021). In particular, technological solutions offered by the expansion of access to VR, AR and generative AI have begun to be leveraged to create more personalised learning experiences, from virtual business simulations and using principles of co-design, to online internships and digital storytelling, enhancing engagement and promoting interaction within large cohorts (Allen et al, 2021;Bryant, 2023;Petrovi c and Pale, 2021;Wilson et al, 2021).…”

Section: Focusing On Employabilitymentioning

confidence: 99%

Blocked out: reflections on the potential of intensive modes of teaching to enhance post-COVID-19 graduate employability in large-scale educational settings

Dixon,

Makin

2024

JWAM

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PurposeThis paper explores the potential that block teaching offers to enhance employability in the context of large-scale classes. It suggests that block teaching, with its condensed structure, necessitates curriculum innovation, fosters participatory learning and peer-to-peer networking, and has been shown to increase student focus and enhance engagement and attainment, especially amongst diverse learners. As these are the same challenges that large-scale teaching faces, it is proposed that intensive modes of delivery could be scaled up in a way that may help to mitigate such problems as cohorts in business schools continue to increase in size.Design/methodology/approachThe paper is based on secondary research and provides an overview of literature that looks at block teaching, followed by that which explores the challenges of large-scale teaching contexts. It compares and contrasts the gaps in both to suggest a way that they could be combined.FindingsThe paper provides key insights into changes in the contemporary landscape of teaching within UK business schools, which have seen increasingly large cohorts and draws out the key strengths of intensive modes of delivery, which include helping students to time manage effectively, encouraging curriculum innovation and the creation of participatory learning opportunities as well as providing closer personal relationships between students and staff. Outlining some of the well-documented issues that can arise when teaching larger cohorts, the paper suggests that scaling up blocked delivery may offer a new way help to overcome them.Research limitations/implicationsBecause of the chosen research approach, the research results are subject to generalisation. Therefore, researchers are encouraged to test the proposed propositions in large-scale teaching scenarios.Practical implicationsThis paper includes implications for the development of innovative modes of teaching in the context of large cohorts, an experience that is increasingly common amongst British business schools and beyond.Originality/valueThis paper brings together two bodies of literature for the first time – that of intensive modes of teaching and that focuses on large-scale teaching contexts – for the first time to show how the former may help to overcome some of the key issues arising in the latter.

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“…A majority of the published studies on peer evaluation are focused on students perception of peer evaluation [11], [22] and its benefits [19]. While student perception is important, few studies are aimed to objectively measure peer evaluations [23], which is the main objective of this article.…”

Section: A Project Courses and Peer Evaluationmentioning

confidence: 99%

A Three-Year Study on Peer Evaluation in a Software Engineering Project Course

et al. 2022

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Background: Peer evaluation in software engineering (SE) project courses enhances the learning experience of students. It also helps instructors monitor and assess both teams and individual students. Peer evaluations might influence the way individual students and teams work; therefore, the quality of the peer evaluations should be tracked through the project course. Contribution: In this article, we analyzed the quality and scoring behavior of students in peer evaluation in an undergraduate SE project course over three years. Research Questions: RQ1: What is the quality of peer evaluation of undergraduate students in a SE project course? RQ2: How do undergraduate students in an SE project course score each other? Methodology: The quality of peer evaluation (length, level of detail, etc.) and scoring of peers based on various aspects of peer evaluations of third-year students in a year-long SE project course were studied. Taking into account the grade students received at the end of the course (A, B, C, and F-calibers), peer evaluations were categorized, analyzed over time, and compared between students calibers.Findings: After analyzing 6854 peer evaluations from 193 students, it was found that the quality of peer evaluations across students was mostly consistent throughout the course. Also, it was observed that quantitative aspects of the peer evaluation were scored similarly across student calibers. However, the qualitative aspects of the peer evaluation were impacted by the caliber of students. These findings suggest that weaker students (i.e., C-caliber students) generally receive better quality peer evaluations than stronger students (i.e., A-caliber students). Finally, a preliminary analysis showed a positive connotation of emotions and sentiments found in the textual feedback delivered by students.

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Achieving Scalability and Interactivity in a Communication Skills Course for Undergraduate Engineering Students

Cited by 10 publications

References 27 publications

Find the Gap: An Approach for Visualizing and Analysing Design Competencies in a University With Interdisciplinary Curriculum

Find the Gap: An Approach for Visualizing and Analysing Design Competencies in a University With Interdisciplinary Curriculum

Blocked out: reflections on the potential of intensive modes of teaching to enhance post-COVID-19 graduate employability in large-scale educational settings

A Three-Year Study on Peer Evaluation in a Software Engineering Project Course

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