Application of Indirect and Direct Measures for Student Teamwork Outcome Assessment within an Undergraduate Civil Engineering Curriculum

摘要

Teamwork is a crucially important professional proficiency that engineering students need to develop during their undergraduate educational program of study. An effective engineering undergraduate curriculum needs to offer ample opportunities to obtain functional teamwork skills, develop personal interaction proficiencies, and demonstrate essential levels cognitive development in preparation to successfully serve as contributing members of productive multidisciplinary teams. An ability for graduates to function on multidisciplinary teams is identified by ABET as one of eleven student outcomes in the a-k list that engineering programs need to adopt in preparing graduates to attain program educational objectives. Additionally, the American Society of Civil Engineers (ASCE) Body of Knowledge (BOK) identifies nine professional outcomes, including teamwork, as a subset of 24 overall outcomes that establish cognitive criteria for knowledge, skills and attributes required by graduates to begin successful civil engineering careers. Criteria identified for teamwork require students to function effectively as a member of an intra-disciplinary team. This cognitive level of achievement satisfies the learning criteria threshold for Bloom's Taxonomy 3, Application, as students would demonstrate an ability to apply learned concepts in familiar and unfamiliar situations.