التفاصيل البيبلوغرافية
| العنوان: |
Using Positive Interdependence and Multi-Modal Assignments to Enhance Student Understanding of Civil Engineering Soft Skills |
| المؤلفون: |
Sean St.Clair, Charles E. Riley, David K. Thaemert P.E., Roger Lindgren, P.E. |
| المصدر: |
2011 ASEE Annual Conference & Exposition, Vancouver, BC |
| بيانات النشر: |
ASEE Conferences |
| سنة النشر: |
2011 |
| المجموعة: |
American Society for Engineering Education (ASEE): Papers on Engineering Education Repository (PEER) |
| الوصف: |
Using Positive Interdependence and Multi-Modal Assignments to Enhance Student Understanding of Civil Engineering Soft SkillsIn light of shrinking curricula, broadening of technical areas, and expansion of the civilengineering body of knowledge, it can be very difficult to find the necessary time andappropriate place to teach engineering soft skills such as business, leadership, public policy, andmanagement as specified by the ASCE program criteria. After a number of false-starts and failedapproaches, the faculty at a small teaching university developed an effective approach to bothteaching and assessing students’ knowledge of these topics. This approach involved formalcooperative learning incorporated into a multi-modal assignment that included library and first-person research, case study examination, and presentation development centered around eitherbusiness, leadership, public policy, or management. In the course of this assignment, studentsconducted one-on-one interviews with professionals, from both the private and public sector;researched case studies for both positive and negative examples; performed literature reviews onthe nature of these topics as they relate to civil engineering; prepared presentations on their topicto instruct fellow class members; and engaged with faculty members to ensure a proper level oftopic coverage prior to presenting their findings formally to other students and professors. All ofthese experiences facilitated the capture of multiple perspectives, which in turn broadenedstudents’ comprehension of the assigned topic. At the conclusion of these presentations, a multi-faceted assessment approach was taken that evaluated the groups’ final products as well eachstudent’s individual understanding of the topic. The students also completed self-assessmentssummarizing their role within the group and accounting for their time spent and tasks performed.The assessments indicated that cooperative learning, specifically the positive interdependenceresulting from a shared goal and ... |
| نوع الوثيقة: |
text |
| وصف الملف: |
application/pdf |
| اللغة: |
unknown |
| الاتاحة: |
http://peer.asee.org/18402 |
| Rights: |
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. |
| رقم الانضمام: |
edsbas.E22A75B6 |
| قاعدة البيانات: |
BASE |