NDLI: A Study of the Impact of Team Functions in a First Year Design Course on Student Performance in Later Design Courses

Content Provider	The American Society of Mechanical Engineers (ASME) Digital Collection
Author	Ramsey, F. Hamade Ghaddar, Nesreen
Copyright Year	2011
Abstract	In this paper, the authors report on a longitudinal study of the impact of the function that a student assumes in this introductory course on his/her performance in design courses taken later in their engineering studies. The study tracks the performance of 204 students through the curriculum up to and including the final year’s capstone design project. Tracking is accomplished using repeated measures ANOVA (RMANOVA). Potential correlations are statistically examined between the introductory course grades and subgrades of the major deliverables (report and contest) and those from the later design courses after being segregated according to team function. The findings reveal strong impact of team functions on performance in design courses taken by the students up to three years later in the curriculum. Furthermore, it was also found that 64% of all teams formed for the capstone project contained two or more of the team original members formed in ME Tools.
Starting Page	479
Ending Page	484
Page Count	6
File Format	PDF
ISBN	9780791854914
DOI	10.1115/IMECE2011-64658
Volume Number	Volume 5: Engineering Education and Professional Development
Conference Proceedings	ASME 2011 International Mechanical Engineering Congress and Exposition
Language	English
Publisher Date	2011-11-11
Publisher Place	Denver, Colorado, USA
Access Restriction	Subscribed
Subject Keyword	Design education Design Teams Students Engineering education
Content Type	Text
Resource Type	Article

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