Assessing communication modes in design project teams

Abstract

This paper reports an assessment study of communication modes and content used by engineering students in a special project-course. The course topic, Robotics for Theater, focused on the planning and construction of a robot from scratch, to support theatric production as actor and prop. Our intention was to challenge teaming and innovative design skills, identified as key areas for engineering education by industry and the National Science Foundation, and analyze communication modes and content. Our assessment tools included questionnaires, journals, and students' expressions of their views on t he communication and learning processes. Web and video protocol analysis, pioneered by Leifer and others, were not presently suitable because of the unique nature of our institutional environment, which does not require distance learning. In fact, our study could be used by other institutions as an example of tailoring generic methods appropriately to their unique learning environments. Analysis of the case study of the Robotics for Theater project revealed: 1. Resource mobilization was fostered by the role of the advisor as information facilitator and weak tie in the network, and also by the frequent informal contacts among the students in the team. 2. Innovation was fostered by intra -team trust. The strong friendship and teaming experience of the group were critical for effective team dynamics. 3. Probably due to time constraints, the field of theater did not become a fundamental reference of the project, contrary to plans. 4. Time constraints and technical difficulties in implementation inhibited progress. 5. Informal meetings were crucial in the progression of design and implementation. As a result of our summative (analyzing rather than steering the learning process) study we propose a formative (feedback for improving learning) protocol, which includes use of a website as a project development locus for students and window into the development process for instructors. Additionally, instructors will analyze videotapes of selected student meetings to assess communication processes. This protocol is to be applied to other engineering classes to improve the quality of teaching/learning via feedback. The roles of the website include intranet for communication, archive for product definition, repository for student design journals, monthly report library, resource pointer, and design workspace. By putting the results of informal meetings out in view, students can assess the entire project at all times and instructors can monitor progress and communication/teaming processes.