Towards a Multidisciplinary Teamwork Training Series for Undergraduate Engineering Students: Development and Assessment of Two First-year Workshops

Hurst, Ada; Jobidon, Erin; Prier, A; Khaniyev, Taghi; Rennick, Christopher; Al-Hammoud, Rania; Hulls, Carol; Grove, Jason; Mohamed, Samar; Johnson, Stephanie Joan; Bedi, Sanjeev

doi:10.18260/p.27065

Cited by 18 publications

(16 citation statements)

References 16 publications

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“…In addition to design skills, Design Days also help students develop professional skills, including teamwork, reflection, and communication. Students develop teamwork skills explicitly through EICdeveloped teamwork training workshops (see Hurst et al (2016), Al-Hammoud et al (2017), and Jobidon et al (2018) for details on these); and also implicitly, by being required to work on demanding projects in teams that require them to rely on their classmates to be successful. Most of the activities are followed by guided reflection that prompt students to take notice and make sense of their design experience.…”

Section: (Multi-disciplinary) Teamworkmentioning

confidence: 99%

A “Lattice” Approach to Design Education: Bringing Real and Integrated Design Experience to the Classroom through Engineering Design Days

Hurst¹,

Rennick²,

Bedi³

2019

Proc. Int. Conf. Eng. Des.

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While design is fundamental to engineering practice, modern training in engineering design has almost exclusively moved to the classroom, providing students little exposure to holistic, real-world design experiences that are well-integrated with the rest of the academic curriculum. In this paper, we perform a short review of how the model of engineering education in Canada has evolved over the last two centuries, identify the current deficiencies in teaching design in engineering curricula, and review how Chairs in Design Engineering at various Canadian engineering schools have tackled this identified need. We then describe in detail how this problem is being addressed at the University of Waterloo through Engineering Design Days. This approach is presented as a design “lattice” around which other curriculum threads (math, natural sciences, engineering science, design etc.) can grow in an integrated way. Different Design Days examples from various engineering programs are described to illustrate the general structure. We conclude by assessing the program's impact and identifying opportunities for future development and assessment of the program's effectiveness.

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Section: (Multi-disciplinary) Teamworkmentioning

confidence: 99%

A “Lattice” Approach to Design Education: Bringing Real and Integrated Design Experience to the Classroom through Engineering Design Days

Hurst¹,

Rennick²,

Bedi³

2019

Proc. Int. Conf. Eng. Des.

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“…The instructional series was envisioned to direct and support student learning in key teamwork skills, scaffolding the modules such that the material introduced in each module built on and reinforced material covered in prior modules. We have previously described the four first modules of the series: introduction to team processes [4], communication in teams [4], introduction to conflict management [5], and giving and receiving feedback [5,6].…”

Section: Introductionmentioning

confidence: 99%

A Team Health Self-Assessment Tool and Workshop for Engineering Student Teams

Hurst¹,

Barichello²,

Jobidonc³

et al. 2018

PCEEA

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The ability to work in teams is an important learning outcome for graduating engineering students. There are, however, limited intentional and structured teaching opportunities through which engineering faculty can instruct students on effective team behaviours.In this paper, we describe a workshop in which student teams self-assess and create a plan to improve their team processes. Students first complete individual surveys, reflecting on their perceptions of the effectiveness of their teams. Individual responses are then aggregated at the team level, with each team receiving summary team scores. A structured in-class activity provides teams with an opportunity to reflect on effective and ineffective team processes, share strategies and best practices with other teams, and develop plans for improvement.Multiple deliveries of the module in various engineering programs, including in a capstone design course, have shown that the module is an effective tool for teams to self-assess and self-correct.

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“…Each module is designed around an experiential activity that necessitates the application of teamwork skills within a relevant context, as dictated by the engineering course that hosts the activity. We have previously described the first two developed modules (Hurst et al, 2016); since then, we have further refined those modules and piloted and implemented two more (Al-Hammoud et al, 2017), and are well on our way to producing all six planned modules in the series. The purpose of this paper, however, is not to outline those modules in detail; rather, we aim to reflect on the inner workings of our team, as experienced by us as team members.…”

Section: Introductionmentioning

confidence: 99%

Practicing What we Preach: A Multi-Disciplinary Team Teaching Multi-Disciplinary Teamwork

Hurst

Mostafapour

Al-Hammoud

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Ada Hurst is a Lecturer in the Department of Management Sciences at the University of Waterloo. She has taught and coordinated the capstone design project course for the Management Engineering program since 2011. She also teaches courses in organizational behavior, theory, and technology. She received a Bachelor of Applied Science in Electrical Engineering, followed by Master of Applied Science and Doctor of Philosophy degrees in Management Sciences, all from the University of Waterloo. Ada's research and teaching interests include decision making under uncertainty, subjective probability, gender issues in STEM disciplines, design teaching, experiential and online learning, team processes, and peer review.Mehrnaz Mostafapour, University of Waterloo Dr. Rania Al-Hammoud P.Eng., University of Waterloo Dr. Al-Hammoud is a Faculty lecturer (Graduate Attributes) in the department of civil and environmental engineering at the University of Waterloo. Dr. Al-Hammoud has a passion for teaching where she continuously seeks new technologies to involve students in their learning process. She is actively involved in the Ideas Clinic, a major experiential learning initiative at the University of Waterloo. She is also responsible for developing a process and assessing graduate attributes at the department to target areas for improvement in the curriculum. This resulted in several publications in this educational research areas. Dr. Al-Hammoud won a couple of teaching awards in 2014 and 2016 from University of Waterloo. Her students regard her as an innovative teacher who introduced new ideas to the classroom. Such ideas include using "props" to increase students' understanding of the materials, as well as using new technology such as i-clickers and IF-AT cards. Dr. Al-Hammoud also organized a bridge-building contest in one of her courses where she worked with other professors in the department to integrate the project horizontally across the curriculum. Dr. Andrea Prier, University of WaterlooAndrea Prier is the Senior Academic Development Specialist within the Student Success Office at the University of Waterloo. She holds a PhD from the University of Windsor in the field of Cognition and Learning. Andrea's research interests include STEM education and the design of research informed retention initiatives. The Faculty of Engineering at the University of Waterloo has recognized that the development of student teamwork skills requires immediate attention across all undergraduate programs. A multi-disciplinary team was assembled to address this challenge via the design and implementation of a set of learning modules. The team was made up of engineering faculty members, graduate students, and representatives from a student support unit, a teaching support unit, and the First Year Engineering office. In itself, a study of the dynamics and achievements of this team of faculty and staff members from across campus provides a rich opportunity to examine authentic team behaviour. It can also serve as a model for others considering the ...

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Towards a Multidisciplinary Teamwork Training Series for Undergraduate Engineering Students: Development and Assessment of Two First-year Workshops

Cited by 18 publications

References 16 publications

A “Lattice” Approach to Design Education: Bringing Real and Integrated Design Experience to the Classroom through Engineering Design Days

A “Lattice” Approach to Design Education: Bringing Real and Integrated Design Experience to the Classroom through Engineering Design Days

A Team Health Self-Assessment Tool and Workshop for Engineering Student Teams

Practicing What we Preach: A Multi-Disciplinary Team Teaching Multi-Disciplinary Teamwork

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