Teaching teamwork to transnational students in engineering and technology

Rami Ghannam, Wasim Ahmad

Abstract


China is producing over 4 million STEM graduates each year. According to the literature, many of these graduates lack the professional skills that are required by the global job market. Consequently, a new course was designed to help Chinese students cultivate the necessary professional knowledge and practical skills in the field of electronic engineering. The aim of this innovative course was to build experience of working in a team to design and develop a rover that can perform specific tasks. The course’s team project covers areas such as electronic design, sensing, instrumentation, measurement, computing, communications, as well as project management, report writing and technical presentation. The learning outcomes and course details are described herein. Furthermore, feedback from 152 Chinese students y is discussed and. Statistical analysis from surveys completed by 152 students are discussed and compared with a similar learning activity that was implemented in the UK. Contrary to popular misconceptions, the survey’s results clearly show that this team based active learning activity was ideally suited to the culture and background of Chinese students. 


Keywords


Active Learning, Team Based Learning, Engineering Education, Course Design

Full Text:

PDF

References


Secretary of State for Business, Energy and Industrial Strategy, 2017. Building a Britain fit for the future, UK: APS Group.

Adekola, J., Dale, V. & Kerr, D., 2017. Development of an institutional framework to guide transitions into enhanced blended learning in higher education. Research in Learning Technology, Volume 25, pp. 1-16.

Ahmad, W., Ghannam, R. & Imran, M., 2019. Course design for achieving the graduate attributes of the 21st Century UK Engineer. Birmingham, Advance HE STEM Teaching and Learning Conference 2019.

Bacon, D., Stewart, K. & Silver, W., 1999. Lessons from the best and worst student team experiences: How a teacher can make the difference. Journal of Management Education, 23(5), pp. 467-488.

Baig, M., Ali, S., Ali, S. & Huda, N., 2014. Evaluation of Multiple Choice and Short Essay Question items in Basic Medical Sciences. Pakistan Journal of Medical Sciences, 30(1), pp. 3-6.

Bentley, Y. & Warwick, S., 2013. Students’ experience and perceptions of group assignments. Journal of Pedagogic Development, 3(3), pp. 11-19.

Biggs, J., 1996. Enhancing teaching through constructive alignment. Higher Education, 32(3), pp. 347-364.

Carberry, A. & Baker, D., 2018. The Impact of Culture on Engineering and Engineering Education. In: D. Y., Z. Mevarech & D. Baker, eds. Cognition, Metacognition, and Culture in STEM Education. Innovations in Science Education and Technology. Springer, pp. 217-239.

Chen, C. & Lee, Y., 2008. Leadership and management in China. 1st ed. New York: Cambridge University Press.

Dunne, E. & Rawlins, M., 2001. Bridging the Gap Between Industry and Higher Education: Training Academics to Promote Student Teamwork. Innovations in Education and Teaching International, 37(4), pp. 361-371.

Ejiwale, J., 2013. Barriers to successful implementation of STEM education. Journal of Education and Learning, 7 (2), pp. 63-74.

Finelli, C. J., Daly, S. R. & Richardson, K. M., 2014. Bridging The Research To Practice Gap: Designing An Institutional Change Plan Using Local Evidence. Journal Of Engineering Education, 103(2), p. 331–361.

Freeman, M., 2012. To adopt or not to adopt innovation: A case study of team-based learning. The international journal of Management Education, 10(3), pp. 155-168.

Freeman, S. et al., 2014. Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), pp. 8410-8415.

Fry, H., Ketteridge, S. & Marshall, S., 2008. A handbook for teaching and learning in higher education: Enhancing academic practice. 3rd ed. s.l.:Routledge.

Gallegos, P. & Peeters, M., 2011. A measure of teamwork perceptions for team-based learning. Currents in Pharmacy Teaching and Learning, 3(1), pp. 30-35.

Ghannam, R., 2019. Team Design and Project Skills Course Handbook. [Online]

Available at: https://edshare.gla.ac.uk/395/

[Accessed 5 April 2019].

Haidet, P. & Fecile, M., 2006. Team-based learning: a promising strategy to foster active learning in cancer education. Journal of Cancer Education , 21(3), pp. 125-128.

Hofstede, G. & Hofstede, G., 2005. Culture and organizations: software of the mind. 2nd Edition ed. New York: McGraw Hill.

Jamieson, L. & Lohmann, J., 2012. Innovation with Impact: Creating a Culture for Scholarly and Systematic Innovation in Engineering Education. Washington: American Society for Engineering Education.

Khan, M. & Aljarallah, B., 2011. Evaluation of Modified Essay Questions (MEQ) and Multiple Choice Questions (MCQ) as a tool for Assessing the Cognitive Skills of Undergraduate Medical Students. International Journal of Health Sciences , 5(1), pp. 39-43.

Michaelsen, L. & Sweet, M., 2008. The essential elements of team‐based learning. New directions for teaching and learning, Volume 116, pp. 7-27.

Miller, R. & Euchner, J., 2014. The Future of Engineering Education: An Interview with Rick Miller. Research-Technology Management, 57(1), pp. 15-19.

Murzi, H. G., 2014. Team-based learning theory applied to engineering education: A systematic review of literature. Indianapolis: American Society for Engineering Education.

Newman, K., Hamblen, J. & Hall, T., 2002. An Introductory Digital Design Course Using a Low-cost Autonomous Robot. IEEE Transaction in Education, 37(2), pp. 194-202.

O’Dwyer, A., 2007. Experiences of assessment using multiple choice questions on a first year module in electrical engineering. International Symposium for Engineering Education (ISEE-07), pp. 189-194.

Parmelee, D. & Michaelsen, L., 2010. Twelve tips for doing effective Team-Based Learning (TBL). Medical Teacher, 32(2), pp. 118-122.

Parmelee, D., Michaelsen, L., Cook, S. & Hudes, P., 2012. Team-based learning: a practical guide: AMEE guide no. 65. Medical Teacher, 34(5), pp. 275-287.

Price, A., Rimington, R., Chew, M. & Demidenko, S., 2010. Project-Based Learning in Robotics and Electronics in Undergraduate Engineering Program Setting. Fifth IEEE International Symposium on Electronic Design, Test & Applications, DELTA 2010, Ho Chi Minh City, Vietnam, , pp. 188-193.

Prince, M. & Felder, R., 2006. Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of engineering education, Volume 95, pp. 123-138.

R, H., 1998. Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, Volume 66, pp. 64-74.

The Engineering Council, 2014. Accreditation of Higher Education Programmses: UK Standard for Professional Engineering Competence, London: ECUK.

The President’s Council of Advisors, 2012. Engage To Excel: Producing One Million Additional College Graduates With Degrees In Science, Technology, Engineering, And Mathematics. [Online]

Available at: https://www.energy.gov/sites/prod/files/Engage%20to%20Excel%20Producing%20One%20Million%20Additional%20College%20Graduates%20With%20Degrees%20in%20STEM%20Feburary%202012.pdf

[Accessed 10 April 2019].

Thomas, P. & Bowen, C., 2011. A controlled trial of team-based learning in an ambulatory medicine clerkship for medical students. Teaching and Learning in Medicine, 23(1), pp. 31-36.

Vasan, N., DeFouw, D. & Compton, S., 2011. Team‐based learning in anatomy: An efficient, effective, and economical strategy. Anatomical sciences education, 4(6), pp. 333-339.

Vogt, C., 2008. Faculty as a critical juncture in student retention and performance in engineering programs. Journal of Engineering Education, 97(1), p. 27–36.

Wang, C., Tee, D. & Ahmed, P., 2012. Entrepreneurial leadership and context in Chinese firms: a tale of two Chinese private enterprises. Asia Pacific Business Review, 18(4), pp. 505-530.

Williams, J., 2006. Assertion‐reason multiple‐choice testing as a tool for deep learning: a qualitative analysis. Assessment & Evaluation in Higher Education , 31(3), pp. 287-301.

Zgheib, N., Simaan, J. & Sabra, R., 2010. Using team-based learning to teach pharmacology to second year medical students improves student performance. Medical Teacher, 32(2), pp. 130-135.

Zhang, D., Yao, N., Cuthbert, L. & Ketteridge, S., 2014. A suggested strategy for teamwork teaching in undergraduate engineering programmes particularly in China. IEEE Frontiers in Education Conference (FIE), Madrid(Spain), pp. 1-8.




DOI: https://doi.org/10.21100/compass.v13i2.1040

Refbacks

  • There are currently no refbacks.