Teaching teamwork in engineering and computer science
Teaching teamwork in engineering and computer science
复制标题
教授工程和计算机科学中的团队合作
DOI：
10.1109/fie.2011.6143000
复制
发表时间：
2011
期刊：
影响因子：
--
通讯作者：
Shan Barkataki
中科院分区：
文献类型：
--
作者：
R. Lingard;Shan Barkataki
团队合作被认为是工程和计算机科学专业人员的重要技能。潜在的雇主和认证机构，如ABET，都希望学生通过体验式学习掌握团队合作技能。基于团队合作的项目挑战学生应用他们在学校获得的技术知识来解决有意义和复杂的问题。然而，要真正精通团队合作，学生还必须学习和练习大量的外围技能。这些包括规划，估计，跟踪进度，采取纠正措施，管理变更，控制和管理风险，保持道德和专业行为，清晰简洁地传达复杂的想法，使用设计自动化工具，利用基于Web的工具进行团队协作，最重要的是作为团队成员有效参与。学生必须掌握这些重要的技能。如果没有足够的教师指导，学生不太可能通过特设项目经验获得这些技能。然而，许多工程和计算机科学课程希望学生做到这一点。我们强烈认为，我们需要采用更务实的方法来教授学生作为有效和富有成效的团队成员所需的技能。此外，我们需要制定评估教学团队合作有效性的标准和衡量学习成果的工具。造成这种情况的问题包括：工程和计算机科学教师本身往往很少或根本没有团队合作的经验;很少提供有效教授团队合作的培训或指导;缺乏帮助教授和评估团队合作的工具和有效方法。另一个问题是，它需要大量的教师的时间，精力和精力来指导学生群体进行有效的团队合作。我们将描述一种方法，我们已经用来教团队协作技能，使用免费和免费提供的基于Web的工具。学生学习使用设计自动化，指标收集，项目管理和基于Web的协作工具。我们的方法鼓励学生学习团队合作技能，提高团队成员之间的协作水平，同时减少对教师时间和精力的要求。使用基于网络的协作工具，让学生参与，而不需要频繁的面对面的会议;这是我们的学生的爱。为了最大限度地利用本文所述的技术，我们定期举行感兴趣的教师非正式会议，分享关于提高教学团队合作的想法，并开发评估的方法和工具。论文和会议报告将描述我们的方法和我们获得的结果。
Teamwork is recognized as an important skill for engineering and computer science professionals. Both potential employers and accrediting agencies, such as ABET, expect students to gain proficiency in teamwork skills through experiential learning. Teamwork based projects challenge the student to apply the technical knowledge they gain in school to solve meaningful and complex problems. However, to be truly proficient in teamwork, a student must also learn and practice a large number of peripheral skills. These include planning, estimating, tracking progress, taking corrective actions, managing change, controlling and managing risks, maintaining ethical and professional conduct, communicating complex ideas clearly and concisely, using design automation tools, leveraging web-based tools for team collaboration, and most importantly participating effectively as team members. It is essential that students should be taught these important skills. It is unlikely that without adequate faculty guidance students can pick up these skills through ad-hoc project experience. Yet, many engineering and computer science programs expect the students to do just that. We feel strongly that we need to employ a more pragmatic approach in teaching students the skills necessary to function as effective and productive team members. Additionally, we need to develop criteria for assessing the effectiveness of teaching teamwork and the tools to measure learning outcomes. Among the problems contributing to this situation are the following: engineering and computer science instructors themselves often have had little or no experience operating in teams; training or guidance in effective ways to teach teamwork is seldom provided; and tools and effective approaches to assist in the teaching and assessment of teamwork are lacking. Another problem is that, it takes a great deal of faculty time, effort and energy to guide groups of students in doing effective teamwork. We will describe an approach that we have used to teach team collaboration skills using free and freely available web-based tools. Students learn to use tools for design automation, metrics collection, project management, and web-based collaboration. Our approach encourages students to learn teamwork skills and improves levels of collaboration among team members while reducing demands on faculty time and effort. Use of web-based collaboration tools allows students to participate without the need for frequent face-to-face meetings; this our students love. In an effort to maximize the use of techniques like the ones described in this paper, we hold regular informal sessions of interested faculty to share ideas on improving teaching teamwork and to develop methods and tools for assessment. The paper and the conference presentation will describe both our approach and the results we have obtained.