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1. Experience vs. Academic Rank: Leadership Growth over Multiple Semesters in Vertically Integrated Project (VIP) Courses

   https://doi.org/10.1109/FIE56618.2022.9962651  

   Sonnenberg-Klein, Julia; Coyle, Edward J. (October 2022, 2022 IEEE Frontiers in Education Conference (FIE))

   This innovative-practice work-in-progress paper explores student leadership development over multiple semesters in team-structured project-based courses. While student growth is expected in a single semester, the study asks if multiple semesters of participation lead to continued leadership growth, and if so, over how many semesters of participation growth continues. The study examined peer evaluation ratings in general leadership (coordination of teams’ work) and technical leadership (serving as a technical/content area leader) in a single semester of Georgia Tech’s Vertically Integrated Projects (VIP) Program, a multidisciplinary, multi-semester, team-structured, projectbased, and credit-bearing program in which student teams support faculty research. Analysis examined means and distributions on two peer evaluation questions (N = 1,073 and N = 1,047) by student academic rank and number of semesters of participation in the program. Findings indicate that within their teams, students’ leadership increased through the third semester, with students making their greatest leadership contributions in the third semester and beyond; and students of lower academic rank provided as much leadership (including technical leadership) as older students who had comparable experience on the team. Both the VIP model and the operationalization of leadership represent innovative practices, because the VIP model yields measurable gains in student leadership, and the measurement of student leadership is based on peer-evaluations instead of self-assessments. The educational model and research in this paper are aligned with the FIE values of encouraging mentorship and professional growth, appreciating multidisciplinary approaches, valuing new approaches, and generating new knowledge. The paper addresses limitations and next steps for the study. 

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2. Work in Progress: Qualitative Differences in Learning Processes and Skill Development Across Engineering Capstone Teams

   Clay, C; Daschil, J.; Alemán, M.; Linsey, J.; Nagel, R (July 2021, ASEE Annual Conference proceedings)

   This work in progress paper presents a study that follows four engineering capstone teams over the course of their two-year projects. Students on four different teams collected ethnographic and autoethnographic data in the form of field notes to explore how students learn across a variety of projects that vary in their scope, type, and team composition. This paper aims to explain the impacts that role rigidity and project management style have on the design process and discuss the factors that influence the types of learning occurring in capstone teams. Data suggest that project scope, role rigidity, and the level of ambiguity in the project impact the learning processes employed by different teams, and the skills that team members developed. 

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3. Relationship Between Team-Building Activities and Capstone Team Performance and Student Experience

   https://doi.org/10.18260/1-2--46949  

   Godbole, Hrushikesh; DeBartolo, Elizabeth; Takai, Shun (June 2024, ASEE Conferences)

   Team building activities are popular interventions during early stages of team development. At RIT, in the multidisciplinary capstone course with an average cohort size of around 350, the students on a particular capstone project team may not be mutually acquainted and thus may benefit from such team building activities. Prior literature has studied the effectiveness of various instructor-directed team building activities on student teams. However, our students are generally eager to spend class time working on their projects and often see in-class activities as a distraction rather than an important part of their growth. Instead, the student teams are now allowed to choose an intervention based on team consensus. In this paper, the relationship between attributes of the chosen intervention and student performance, as measured using a series of AACU VALUE rubrics, was studied using statistical measures. The analysis revealed a statistically significant effect of type of team building activity on teamwork, oral communication, and design & problem solving scores of individual students on the team. Also, a statistically significant effect of location of team building activity (on or off campus) on design & problem solving score was observed. 

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4. Engaging Civil Engineering Students through a “Capstone-like” Experience in their Sophomore Year

   https://doi.org/10.18260/1-2--34539  

   Sarasua, Wayne; Kaye, Nigel; Ogle, Jennifer; Benaissa, Mehdi; Benson, Lisa; Putman, Bradley; Pfirman, Aubrie (June 2020, 2020 ASEE Virtual Annual Conference)

   null (Ed.)

   Many university engineering programs require their students to complete a senior capstone experience to equip them with the knowledge and skills they need to succeed after graduation. Such capstone experiences typically integrate knowledge and skills learned cumulatively in the degree program, often engaging students in projects outside of the classroom. As part of an initiative to completely transform the civil engineering undergraduate program at Clemson University, a capstone-like course sequence is being incorporated into the curriculum during the sophomore year. Funded by a grant from the National Science Foundation’s Revolutionizing Engineering Departments (RED) program, this departmental transformation (referred to as the Arch initiative) is aiming to develop a culture of adaptation and a curriculum support for inclusive excellence and innovation to address the complex challenges faced by our society. Just as springers serve as the foundation stones of an arch, the new courses are called “Springers” because they serve as the foundations of the transformed curriculum. The goal of the Springer course sequence is to expose students to the “big picture” of civil engineering while developing student skills in professionalism, communication, and teamwork through real-world projects and hands-on activities. The expectation is that the Springer course sequence will allow faculty to better engage students at the beginning of their studies and help them understand how future courses contribute to the overall learning outcomes of a degree in civil engineering. The Springer course sequence is team-taught by faculty from both civil engineering and communication, and exposes students to all of the civil engineering subdisciplines. Through a project-based learning approach, Springer courses mimic capstone in that students work on a practical application of civil engineering concepts throughout the semester in a way that challenges students to incorporate tools that they will build on and use during their junior and senior years. In the 2019 spring semester, a pilot of the first of the Springer courses (Springer 1; n=11) introduced students to three civil engineering subdisciplines: construction management, hydrology, and transportation. The remaining subdisciplines will be covered in a follow-on Springer 2 pilot.. The project for Springer 1 involved designing a small parking lot for a church located adjacent to campus. Following initial instruction in civil engineering topics related to the project, students worked in teams to develop conceptual project designs. A design charrette allowed students to interact with different stakeholders to assess their conceptual designs and incorporate stakeholder input into their final designs. The purpose of this paper is to describe all aspects of the Springer 1 course, including course content, teaching methods, faculty resources, and the design and results of a Student Assessment of Learning Gains (SALG) survey to assess students’ learning outcomes. An overview of the Springer 2 course is also provided. The feedback from the SALG indicated positive attitudes towards course activities and content, and that students found interaction with project stakeholders during the design charrette especially beneficial. Challenges for full scale implementation of the Springer course sequence as a requirement in the transformed curriculum are also discussed. 

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5. A Longitudinal Study of the Integration of Writing Support in a Multi-Semester Senior Capstone Course

   Pflueger, Ruth C.; Meckley, Jonathan A. (March 2022, 2022 ASEE North Central Section Annual Conference)

   ABET lists the ability to communicate in writing to both technical and non-technical audiences as a required outcome for baccalaureate engineering students [1]. From emails and memos to formal reports, the ability to communicate is vital to the engineering profession. This Work in Progress paper describes research being done as part of an NSF-funded project, Writing Assignment Tutor Training in STEM (WATTS). The method is designed to improve feedback writing tutors without technical backgrounds give to engineering students on technical reports. Students in engineering programs have few opportunities to develop their writing skills. Usually, composition courses are part of the general education curriculum. Students often see these courses as unrelated to their majors and careers [2]. Ideally, writing support should be integrated throughout a program. Since WATTs capitalizes on existing resources and requires only a modest amount of faculty time, it could enable engineering programs to provide additional writing support to students in multiple courses and provide a bridge for them to see the connection between writing concepts learned in composition courses and their technical reports. WATTS was developed in a junior-level circuit analysis course, where students were completing the same lab and writing individual reports. This paper focuses on a senior capstone course that utilizes concepts taught in previous courses to prepare students to complete an independent team research or design project. Projects are unique, usually based on the needs of an industrial sponsor, and are completed over three consecutive semesters. Each semester, teams write a report based on their activities during that semester, with a comprehensive report in the final semester. The multi-semester nature of the senior design project provides an opportunity for the researchers to chart longitudinal changes from the first to the students’ third semester interactions with the writing tutors, assessing the value of an integrated approach. The program’s impact on students’ attitudes toward revision and the value of tutoring, as well as the impact on tutors, are part of the assessment plan. The program hopes to change the students’ focus from simply presenting their results to communicating them. The goals of the project are to demonstrate to students that revision is essential to the writing process and that feedback can improve their written communication abilities. The expectation is that after graduation they will continue to seek critical feedback as part of their career growth. Surveys given to both students and tutors revealed that the sessions were taken seriously by the students and that meaningful collaboration was achieved between them. An evaluation of the writing in pre-tutored to final submitted report shows statistically significant improvement. Preliminary and current results will be included within the paper. [1] Criteria for Accrediting Engineering Technology Programs, ABET, Baltimore, MD., 2020, p.5, ETAC Criteria (abet.org) [2] Bergmann, L. S. and Zepernick, J., “Disciplinarity and Transfer: Students’ Perceptions of Learning to Write,” Writing Program Administration, 31, Fall/Winter 2007. 

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