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Assessment of Teaming, Writing, and Speaking Instruction in Chemical Engineering Courses

North Carolina State University http://www2.ncsu.edu/unity/lockers/project/actionagenda. Assessment of Teaming, Writing, and Speaking Instruction in Chemical Engineering Courses. Steven W. Peretti, Paula Berardinelli, Lisa Bullard, Deanna P. Dannels, Dave Kmiec, Chris Anson, Chris Daubert.

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Assessment of Teaming, Writing, and Speaking Instruction in Chemical Engineering Courses

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  1. North Carolina State University http://www2.ncsu.edu/unity/lockers/project/actionagenda Assessment of Teaming, Writing, and Speaking Instruction in Chemical Engineering Courses Steven W. Peretti, Paula Berardinelli, Lisa Bullard, Deanna P. Dannels, Dave Kmiec, Chris Anson, Chris Daubert

  2. Background • NSF Grant on teaming, writing, and speaking (TWS)--1999-2003 • Concentrate on two courses: junior lab and senior capstone • Specific focus on multidisciplinary (MD) teams • Central question: To what extent will students who receive TWS instruction out-perform their counterparts who do not receive instruction on communication assignments?

  3. Project Overview • Phase I: Spring 2001 • Outcome: Refine instruction format and content to address MD issues • Phase II: Spring 2002 • Outcome: Tailor instruction to specific needs of MD teams (project management, receiving multiple sources of feedback) • Phase III: Spring 2003 • Outcome: Assessment of TWS instruction in junior and senior course

  4. TWS Instruction • Junior Level Unit Operations Course • Four 2-hour TWS modules during allotted lab time on weeks without experiments • Four 1-hour appointments with consultant • Senior Level Capstone Design Course • Four consultations prior to deadlines for phase reports

  5. Junior Level TWS Instruction • Proficiencies: collaborative technical writing and speaking, general teaming skills • Module 1: Introduction to teaming • Module 2: Collaborative Writing and Editing • Module 3: Interpersonal Aspects of Teaming • Module 4: Preparing and Delivering Collaborative Presentations

  6. Senior Design TWS Instruction • Proficiencies: MD collaborative technical writing and speaking, MD teaming • Students encouraged to view sessions as contracted consultations • Focus on writing, speaking and MD issues specific to each team • Support in revising and rehearsing

  7. Data Collection: Junior Course • Teams selected based on weekly assigned labs • TWS taught on M, T, W– not TH and F • No significant different in average GPAs among groups

  8. Data Collection: Senior Course • Placement into TWS/nTWS cohorts done through analysis of average GTA--effort to equally distribute • Divide groups further into MD/nMD for analysis (based on Phase II results that suggest MD is an influence)

  9. Assessment Protocol • Pre/Post Surveys • Student Grades on W/S Assignments • Lab: x teams • Design: X teams • External Evaluations of W/S Products • Lab: • Peer Evaluations

  10. Summary Results: Junior Lab • Performances on W/S assignments improved across the board • TWS student teams more effectively used the feedback and out-performed non-TWS teams • No significant different in external evaluations of TWS/nTWS teams

  11. Results: Junior Lab Course Grades

  12. Results: Junior Lab EE

  13. Summary Results: Senior Design • TWS teams out-performed nTWS teams on oral presentations • MD teams out-performed nMD teams on writing, speaking, and final course grades • No significant different in external evaluations of oral reports among groups • nTWS/MD teams out-performed both TWS/SD and nTWS/SD teams in external evaluations of writing

  14. Senior Design Grades: TWS/nTWS

  15. Senior Design Grades: MD/nMD

  16. Senior Design: Comparative Results

  17. Senior Design EE

  18. Discussion • In cases without confounding variables (MD), TWS instruction significantly improved writing and speaking • Confounding variables in senior design seemed to over-run influence of TWS instruction (prior TWS instruction, personality conflicts between students and consultant, challenges of managing MD teams, etc.) • In senior design, MD teams out-performed nMD teams– regardless of TWS– perhaps indicating that the challenges associated with MD teams may have lead to greater attention to communication issues—resulting in improved performance

  19. Conclusion • Cautiously hopeful that TWS has potential, but future research is necessary to explore: • Specific issues surrounding multidisciplinary collaborations • Unique differences between collaborative writing and speaking, specifically in multidisciplinary settings • Genre norms for each discipline involved in MD settings

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