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Instruction and Assessment of Multidisciplinary Teaming Skills in Senior Design. Deanna P. Dannels, Paula Berardinelli, Chris M. Anson, Lisa Bullard, Chris Daubert, Naomi Kleid, Dave Kmiec, and Steven Peretti North Carolina State University. Outline. Background

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instruction and assessment of multidisciplinary teaming skills in senior design

Instruction and Assessment of Multidisciplinary Teaming Skills in Senior Design

Deanna P. Dannels, Paula Berardinelli, Chris M. Anson, Lisa Bullard, Chris Daubert, Naomi Kleid,

Dave Kmiec, and Steven Peretti

North Carolina State University

outline
Outline
  • Background
  • Phase I: Generic Teaming Module
  • Phase II: Multidisciplinary Teaming Focus
  • Phase III: Project Management, Outcome-Based Teaming Model
  • Conclusions
background
Background
  • Multidisciplinary (MD) teams
    • Important in industry
    • Assessed by ABET (Outcome d)
  • NSF grant on teaming, writing, and speaking
  • Capstone design course
    • Chemical Engineering, Computer Science, Food Science, Industrial Engineering, Materials Engineering, Economics, Aerospace Engineering, Pulp and Paper Technology
phase i generic teaming module
Phase I: Generic Teaming Module
  • Spring 2001
  • Teaming instruction occurred in a weekly module
  • 6 MD teams, 22 non-MD teams
  • 5 MD and 0 non-MD teams received instruction
    • Creating team ground rules
    • Stages of team development
    • Establishing team roles
    • Writing team minutes
phase i generic teaming module1
Phase I: Generic Teaming Module
  • Assignments/Assessment
    • Team minutes and logs
    • Peer review (Felder, 1997)
    • Written reflection
    • Pre- and post-course surveys: competence and confidence
    • Performance on written and oral reports
phase i generic teaming module2
Phase I: Generic Teaming Module
  • Conclusions
    • MD teams need a common time to meet for instruction
    • MD teams need instruction on integration of information into a coherent team voice
    • MD teams have difficulty addressing interpersonal issues with members from other disciplines
adjustment after phase i
Adjustment After Phase I
  • Teaming instruction focused on unique needs of MD teams
  • Instruction model changed to consultation format so all team members can attend
phase ii md teaming focus
Phase II: MD Teaming Focus
  • Spring 2002
  • Teaming instruction occurred via consultation 4 times during the semester
  • 4 MD teams, 19 non-MD teams
  • 4 MD and 4 non-MD teams received instruction
    • Creating team ground rules
    • Facilitating team roles
    • Establishing team cohesiveness and productivity
    • Addressing feedback as a multidisciplinary team
phase ii md teaming focus1
Phase II: MD Teaming Focus
  • Assignments/Assessment
    • Team minutes and logs
    • Peer review
    • Written reflections were eliminated but reflection occurred in team meetings to address interpersonal issues
    • Pre- and post-course surveys: competence and confidence
    • Performance on written and oral reports
phase ii md teaming focus2
Phase II: MD Teaming Focus
  • Conclusions
    • MD teams receiving teaming instruction found it difficult to manage multiple sources of input
    • MD teams struggled with project management issues
    • MD teams saw the project management assignments (minutes and logs) as “busy work” that detracted from “real” technical work
adjustment after phase ii
Adjustment After Phase II
  • Adjust the focus of teaming instruction to develop project management skills
  • Maintain consultation format and tailor training to the specific needs and experiences of individual teams
phase iii project management outcome based teaming model
Phase III: Project Management, Outcome-Based Teaming Model
  • Spring 2003
  • Teaming instruction occurred via consultation 4 times during the semester
  • 7 MD teams, 16 non-MD teams
  • 3 MD and 7 non-MD teams received instruction
    • Phase II content
    • Developing a schedule, identifying critical path
    • Managing team-specific issues related to particular projects and deliverables
phase iii project management outcome based teaming model1
Phase III: Project Management, Outcome-Based Teaming Model
  • Assignments/Assessment
    • Team minutes and logs
    • Peer review
    • Brief written in-progress reflections at the end of each consultation period
    • Pre- and post-course surveys: competence and confidence
    • Performance in written and oral reports
    • Teaming rubric completed by advisor(s)
phase iii project management outcome based teaming model2
Phase III: Project Management, Outcome-Based Teaming Model
  • Teaming rubric – assessed by advisor(s)
    • Team Project Management
    • Team Productivity
    • Cohesiveness of Team
  • Analysis
    • Relate advisor assessment to performance on oral and written reports
    • Relate advisor assessment to team self-assessment
conclusions
Conclusions
  • Students on MD teams face unique challenges
    • Processing feedback
    • Project management
    • Collaborative writing & speaking
  • Iterative assessments led to a competence-driven model for instructing MD teams
  • Preliminary results indicate MD outperforms SD on final oral and written reports
    • Teaming rubric to test connection between performance and teaming effectiveness
for more information
For More Information
  • www2.ncsu.edu/unity/lockers/project/actionagenda/index.html
teaming rubric
Teaming Rubric
  • Team Project Management
    • Team set and followed collective goals and ground rules
    • Team set timelines for project completion and managed their work to meet critical path requirements
    • Entire team attended and participated in meetings with advisors/industry sponsors/consultants
teaming rubric1
Teaming Rubric
  • Team Productivity
    • Team delegated work among members responsibly and appropriately
    • Individual team members contributed an appropriate amount of effort and time
    • Team coordinated effective information exchange between all members
    • Team collaboratively addressed feedback from multiple sources and successfully incorporated it into successive deliverables
teaming rubric2
Teaming Rubric
  • Team Cohesiveness
    • Team members made efforts to understand, include, and respect other team members’ perspectives and ideas
    • Team addressed personality problems and conflicts as a constructive whole
    • Team oral presentations and written reports reflected integration of different members’ content into a coherent team voice
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