Toward an Improvement of Engineering Teaming Skills Through an In-House Professionalism Course

Bibliographic Data

ID20294614
AuthorsMohamad AlAbbas (0000-0002-2084-8856, Lebanese American University), Wissam Fawaz (0000-0002-8012-1157, Lebanese American University), R Ghajar (0000-0002-0630-8140, Lebanese American University), Chadi Abou Rjeily (0000-0003-2255-1842, Lebanese American University), Iyad Ouaiss (Lebanese American University), Zahi Nakad (0000-0002-5714-6487, Lebanese American University), George E Nasr (0000-0002-7528-9182, Lebanese American University), Samer S Saab (0000-0003-0124-8457, Lebanese American University)
Year2020
Volume63
Issue4
Pages273-282
Publication date2020-11-01
Open AccessYes
TypeARTICLE
VenueIEEE Transactions on Education (JOURNAL)
Journal identifiersISSN: 0018-9359 • E-ISSN: 1557-9638
PublisherInstitute of Electrical and Electronics Engineers (IEEE) (PUBLISHER)
DOI10.1109/te.2020.2980379
OpenAlexW3013535508
LanguageEN
References cited28

Contribution: A modular three-credit undergraduate course that enables students to sharpen their teaming skills is introduced. The course addresses the professional skill gap between recent undergraduate students and what the work environment expects. Background: The trend of teaming in the industrial world continues to grow as the demand for team-based projects and problem-solving skills is becoming the norm in any workflow with recruiters now listing teaming as a fundamental requirement for most positions. This drives the educational system to adapt and integrate a new skillset into its various curricula with a view to equipping students with these sought-after skills. Intended Outcomes: Adoption of a new three-credit nontraditional undergraduate course targeting team-building education and teaming skills acquisition. Application Design: The design of the course includes project-based learning as well as student-centered learning where team members work on a variety of nontechnical controversial projects, and frequently undergo team/self-assessment on multidisciplinary criteria. Findings: Based on F1-scores of multiple conceptual and situational examination questions, the assessment survey demonstrates a stark change in students' understanding of professional skills before and after taking the course, confirming this course's ability in developing and enhancing the students teaming skills

Curriculum · Engineering education · Engineering management · Knowledge management · Management · Medical education · Modular design · Multidisciplinary approach · Pedagogy · Situational ethics · Teamwork · Variety (cybernetics) · Biomedical and Engineering Education · Computer Science · Engineering · Engineering Education and Curriculum Development · Problem and Project Based Learning · Psychology

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