1887

Abstract

Working in groups and managing projects are important professional skills for engineers, and there is a growing demand to teach and assess such skills. But what should be taught and when? Tuckman's famous “stages of development of performing groups” provides a framework for understanding the types of challenges which groups face. Yet, as with any abstract model, it will not be transferred into students' practice if they do not see it as relevant to their lived experiences.

In 2014, a new course exploring the nexus of social and engineering issues in relation to the global challenges facing humanity was added to the obligatory program for all first year engineering students. Among the many noble goals of this course, in addition to gaining a more nuanced view of the global challenges from both an engineering and social science perspective, are the development of transversal skills such as team work, communication, presentation, library research and ethical engagement.

The taught material about team work was presented online, allowing for the use learning analytics on students' online responses to assess how well the “stages of group formation” literature matched students' experiences. It also allowed us to consider how students' perceptions of the challenges they will face differed from challenges they actually did face, as well as the implications of this for how they should be taught about group processes.

Loading

Article metrics loading...

/content/papers/10.5339/qproc.2015.elc2014.19
2015-08-29
2019-11-13
Loading full text...

Full text loading...

/deliver/fulltext/qproc/2015/4/qproc.2015.elc2014.19.html?itemId=/content/papers/10.5339/qproc.2015.elc2014.19&mimeType=html&fmt=ahah

References

  1. Crawley EF, Malmqvist J, Östlund S, Brodeur DR, Edström K. Rethinking Engineering Education, the CDIO approach. 2nd Edition. Cham: Springer 2014.
    [Google Scholar]
  2. ABET. Criteria for accrediting engineering programmes, effective for reviews during the 2014–2015 accreditation cycle. Baltimore: ABET, the Engineering Accreditation Commission 2013.
    [Google Scholar]
  3. Commission des titres d'Ingénieur. Accreditation Criteria, Guidelines and Procedures. Neuilly-sur-Seine: Commission des titres d'Ingénieur 2012.
    [Google Scholar]
  4. Colbeck CL, Campbell SE, Bjorklund SA. Grouping in the Dark: What College Students Learn from Group Projects. The Journal of Higher Education. 2000; 71:1:6083.
    [Google Scholar]
  5. Ford M, Morice J. How fair are group assignments? A survey of students and faculty and a modest proposal. Journal of Information Technology Education: Research. 2003; 2:1:367378.
    [Google Scholar]
  6. Cohen EG. Designing Groupwork. 2nd Edition. New York: Teacher's College Press 1994.
    [Google Scholar]
  7. Forsyth DR. Group Dynamics. 5th Edition. Belmont CA: Wadsworth Cengage Learning 2010.
    [Google Scholar]
  8. Bonebright DA. 40 years of storming: a historical review of Brice Tuckman's model of small group development. Human Resource Development International. 2010; 13:1:111120.
    [Google Scholar]
  9. Tuckman BW. Developmental sequence in small groups. Psychological Bulletin,. 1965; 65:6:384399.
    [Google Scholar]
  10. Miller D. The stages of group development: A retrospective study of dynamic team processes. Canadian Journal of Administrative Sciences,. 2003; 20:2:121143.
    [Google Scholar]
  11. Tuckman BW, Jensen MA. Stages of small-group development revisited. Group and Organization Studies. 1977; 2:4:419427.
    [Google Scholar]
  12. Wheelan SA, McKeage R. Developmental patterns in small and large groups. Small Group Research. 1993; 24::6083.
    [Google Scholar]
  13. Wheelan SA, Davidson B, Tilin F. Group Development Across Time, Reality or Illusion? . Small Group Research. 2003; 34: 2 :223245.
    [Google Scholar]
  14. Lehmann M, Christensen P, Du X, Thrane M. Problem-oriented and project-based learning as an innovative learning strategy for sustainable development in engineering education . European Journal of Engineering Education. 2008; 33: 3 :283295.
    [Google Scholar]
  15. Clark DR. Teamwork Survey, Retrieved from http://www.nwlink.com/∼donclark/leader/teamsuv.html [website]. Note: Three questions dealing with the role of the team leader were omitted. 2012.
  16. Feichtner S, Davis E. Why Some Groups Fail: a Survey of Students' Experiences with Learning Groups. Journal of Management Education. 1984; 9:4:5873.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/papers/10.5339/qproc.2015.elc2014.19
Loading
/content/papers/10.5339/qproc.2015.elc2014.19
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error