Discipline-based instruction to promote interdisciplinary design of wearable and pervasive computing products

Martin, Tom; Kim, Kahyun; Forsyth, Jason; McNair, Lisa D.; Coupey, Eloïse; Dorsa, Ed

doi:10.1007/s00779-011-0492-z

Cited by 10 publications

(9 citation statements)

References 6 publications

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“…One interdisciplinary senior design course from our own research serves as an example of efforts to facilitate interdependence. The faculty team, in collaboration with the evaluator, developed a pedagogical model of disciplinary balance intended to ensure that students in interdisciplinary teams adopted roles as experts yet worked hands‐on in other disciplines (K. Kim & McNair, 2011; Martin et al, ; Martin et al, ; McNair et al, 2011). The instructor team designed discipline‐specific, hands‐on workshops in which students acted as leaders and resident experts in their home disciplines, while students in other disciplines participated in activities outside of their area of expertise.…”

Section: Phase 2 Review Of I/o Psychology Constructsmentioning

confidence: 99%

Section: Interdependencementioning

confidence: 99%

See 1 more Smart Citation

Team Effectiveness Theory from Industrial and Organizational Psychology Applied to Engineering Student Project Teams: A Research Review

Borrego

Karlin

McNair

et al. 2013

J of Engineering Edu

250

209

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Background Engineering student team projects are frequently used to meet professional learning outcomes. Industrial and organizational psychologists study teams in the industry settings for which we prepare students, yet this research does not effectively inform engineering education. Purpose This research review sought to demonstrate the relevance of literature on teams literature from industrial and organizational psychology to engineering education and to identify implications for practice and future directions for research. Scope/Method Phase 1 systematically reviewed 104 articles published from 2007 to 2012 describing engineering and computer science student team projects and sought to answer the following questions: What professional learning outcomes have been met by team projects? What negative student team behaviors have faculty sought to minimize? What literature has been used to inform development of teamwork outcomes? Phase 2 reviewed five team effectiveness constructs selected according to the results of Phase 1: social loafing, interdependence, conflict, trust, and shared mental models. Examples from Phase 1 articles and our own work explain how this research informs facilitation and assessment of engineering student teams. Conclusions Engineering faculty sought to achieve a variety of outcomes through team projects, including teamwork, communication, sustainability, and consideration of global/societal design context. They sought to avoid social loafing and conflict while building trust to ensure equal team effort. That few Phase 1 articles engaged the literature about team effectiveness indicates there is great opportunity to apply industrial and organizational psychology research to engineering education.

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Section: Phase 2 Review Of I/o Psychology Constructsmentioning

confidence: 99%

Section: Interdependencementioning

confidence: 99%

Team Effectiveness Theory from Industrial and Organizational Psychology Applied to Engineering Student Project Teams: A Research Review

Borrego

Karlin

McNair

et al. 2013

J of Engineering Edu

250

209

View full text Add to dashboard Cite

show abstract

“…The tool reads an electronic storyboard and interacts with the user to resolve ambiguous or missing information in the storyboard. The example storyboard, as shown in Figure 3, is taken from an interdisciplinary product design course [20] and has been re-created by the authors with keywords to describe the prototype's behavior and provide a proof-of-concept for our approach. No other changes have been made to the original storyboard.…”

Section: Feasibility Of Extracting Information From a Storyboardmentioning

confidence: 99%

Extracting behavioral information from electronic storyboards

Forsyth

Martin

2014

Proceedings of the 2014 ACM SIGCHI Symposium on Engineering Interactive Computing Systems

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In this paper we outline methods for extracting behavioral descriptions of interactive prototypes from electronic storyboards. This information is used to help interdisciplinary design teams evaluate potential ideas early in the design process. Using electronic storyboards provides a common descriptive medium where team members from different disciplinary backgrounds can collectively express the intended behavior of their prototype. The behavioral information is extracted by a combination of visual tags applied to elements of the storyboard, analysis of storyboard layout, and natural language processing of text written in the frames. We describe this process, provide a proof of concept example, and discuss design choices in developing this tool.

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“…For example, two of the IPM required courses are based on interdisciplinary classes that faculty had taught as an overload because institutional structures only allowed work to be credited toward a single department. 5 This reality means that the core courses of the IPM were not originally designed with the new general education learning outcomes in mind. This kind of process is counter to the teaching-learning-assessment cycle proposed by Suskie, in which learning outcomes should ideally guide the design of a course.…”

Section: Introductionmentioning

confidence: 99%