Assessing and Developing the Individual and Team Work Attribute

Hoffart, Genevieve; Gibbard, Katherine; O’Neill, Thomas A.; Nygren, Anders; Rosehart, William

doi:10.24908/pceea.v0i0.7395

Cited by 5 publications

(6 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Authors shared their efforts at indirect assessment of graduate attributes, capturing student, alumni, faculty, industry, and co-op employer perspectives. Student surveys, asking students about their perceptions of graduate attribute development in their courses and program, were prevalent [13,56,57,58,59,60,61]. Student surveys at the University of Calgary focused specifically on the Individual and team work attribute and resulted in twelve evidence-based curricular recommendations [61].…”

Section: Indirect Measurements Of Graduate Attributes-whilementioning

confidence: 99%

“…Student surveys, asking students about their perceptions of graduate attribute development in their courses and program, were prevalent [13,56,57,58,59,60,61]. Student surveys at the University of Calgary focused specifically on the Individual and team work attribute and resulted in twelve evidence-based curricular recommendations [61]. One paper described the planning and implementation of a focus group event with industry stakeholders [62].…”

Section: Indirect Measurements Of Graduate Attributes-whilementioning

confidence: 99%

See 1 more Smart Citation

Approaches to Graduate Attributes and Continual Improvement Processes in Faculties of Engineering Across Canada: A Narrative Review of the Literature

Parker

Watson

Ivey

et al. 2019

PCEEA

View full text Add to dashboard Cite

The CEAB accreditation requirement of graduate attributes and continual improvement processes (GACIP) has been a pervasive topic in the annual CEEA conference proceedings since 2010. The proceedings are a rich primary source of work being done in Canadian tertiary institutions. This narrative review of the literature consolidates and discusses the relevant CEEA papers for 2010-2017 in a manner that is useful to leadership and decision-makers at accredited faculties of Engineering nationwide. Four guiding research questions were asked of this literature: (1) What general frameworks are being implemented as accredited faculties of Engineering across Canada approach GACIP?; (2) What are the specific activities and methods of one or more of the GACIP steps?; (3) What are the roles and responsibilities of people involved?; and (4) What perspectives are taken in response to the CEAB accreditation criteria, including concerns, issues, and benefits? A qualitative content analysis was conducted on 106 papers meeting selection criteria. Emergent topics were used to form the discussion.

show abstract

Section: Indirect Measurements Of Graduate Attributes-whilementioning

confidence: 99%

Section: Indirect Measurements Of Graduate Attributes-whilementioning

confidence: 99%

Approaches to Graduate Attributes and Continual Improvement Processes in Faculties of Engineering Across Canada: A Narrative Review of the Literature

Parker

Watson

Ivey

et al. 2019

PCEEA

View full text Add to dashboard Cite

show abstract

“…The importance of developing soft skills as part of engineering degree programs has been well established [1,2]. Key soft skills include collaboration, communication, curiosity, creativity, relationship building, and critical thinking [3].…”

Section: Introductionmentioning

confidence: 99%

Teamwork Made in China: Soft Skill Development with a Side of Friendship in the STEM Classroom

Van Horne,

Rakedzon

2024

Education Sciences

View full text Add to dashboard Cite

One demand imposed by the global market is the possession of adequate soft skills, a challenge commonly faced by STEM (science, technology, engineering, and mathematics) graduates. This challenge is particularly prominent in China, which produces millions of STEM graduates annually. Consequently, there is a pressing need to develop and research programs facilitating the acquisition of soft skills, with a specific focus on teamwork, among Chinese engineers. To this end, we created a team-based project as part of a semester-long scientific English communication course at a Sino–foreign STEM university in China. The project aimed at fostering valuable soft skills through active learning, including teamwork, communication, and collaboration. In this report, we examine written reflections by students, aiming to assess their perceptions of soft skill development and overall experience resulting from their participation in the team-based project. Our results show the self-reflected soft skills development was considerable, and, unexpectedly, a noteworthy outcome of the project was the significant development of interpersonal connections, resulting in a positive experience and friendship development. Consequently, the findings of this study shed light on how teamwork can foster soft skills and friendship development, the latter often referred to as relationship development, another soft skill in the 21st century.

show abstract

“…The ability to work in teams is generally understood to be a fundamental skill required by all engineers by the time they graduate, and before they enter the profession [1]. Most engineering programs promote the importance of teamwork and provide students with many opportunities to work in teams.…”

Section: Introductionmentioning

confidence: 99%

Exploring Virtual Methods for Teaching Engineering Teamwork

Dumond

2022

PCEEA

View full text Add to dashboard Cite

Teamwork plays a key role in engineering due to the complexity and skill requirements of modern engineering projects. For this reason, emphasis is placed on the development of teamwork skills in most engineering education programs across Canada. In most cases, teamwork scaffolding and training occurs in person using team-based projects or experiential activities. Unfortunately, virtual teaching environments make a good deal of traditional teamwork training activities difficult to implement. This paper explores methods that have been shown to be successful in teaching teamwork skills to engineering students, taking into account the particular challenges faced in technical environments. Unique implementations of these methods for virtual learning environments are discussed, and additional challenges created by virtual teamwork are also examined in relation to these methods. Finally, a strategy for proving experiential learning activities based on “paper challenges” is described and a new virtual learning environment that allows students, working in teams, to learn teamwork skills and simulate real-world team-based challenges synchronously over the web is presented.

show abstract

Assessing and Developing the Individual and Team Work Attribute

Abstract: -Working effectively in teams is

Cited by 5 publications

References 14 publications

Approaches to Graduate Attributes and Continual Improvement Processes in Faculties of Engineering Across Canada: A Narrative Review of the Literature

Approaches to Graduate Attributes and Continual Improvement Processes in Faculties of Engineering Across Canada: A Narrative Review of the Literature

Teamwork Made in China: Soft Skill Development with a Side of Friendship in the STEM Classroom

Exploring Virtual Methods for Teaching Engineering Teamwork

Contact Info

Product

Resources

About