Assessing Student Perceptions of Peer Review Methods’ Efficacy in a Team-Based, Senior Undergraduate Capstone Course Setting
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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Design in Engineering Education Division (DEED) - Teamwork in Design Education
- Tagged Division
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Design in Engineering Education Division (DEED)
- Permanent URL
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https://peer.asee.org/46612
Paper Authors
Sara Lego Pennsylvania State University
Prof. Sara E. Lego joined the Aerospace Engineering Department in 2021 as an Associate Teaching Professor managing the department's four senior undergraduate course offerings. Prior to joining the department, Mrs. Lego spent 20 years within the aerospace industry at Boeing, Iridium, and the Penn State Applied Research Lab as a research engineer, orbital analyst, and engineering program manager. Mrs. Lego received a B.S. in Aerospace Engineering from the Pennsylvania State University in 2001, and an M.S. in Astrodynamics from the University of Colorado at Boulder in 2004. Her research interests include conceptual design, trade space software development, system-of-systems modeling, geospatial situational awareness tools, and visual analytics.
Cara Exten Pennsylvania State University
Abstract
Within Penn State, the Aerospace Engineering department has historically used the Comprehensive Assessment of Team Member Effectiveness (CATME) online tool hosted by Purdue University to conduct its peer reviews within four of its capstone courses, which are year-long offerings running fall to spring. While the tool is research-backed and widely used within capstone courses across the country, recent feedback at Penn State has revealed a perception among students that the tool’s “five teamwork dimensions” are overly complex, unclear, and do not allow students to accurately represent true team dynamics and individual behaviors when using the tool to generate peer review scores.
In response to this feedback, the Aerospace Engineering capstone course instructors have developed a new peer review method called Participation and Professional Engineering Skills Assessments (PEPSA), which combines a Participation Factor (PF) approach with a simplified, custom peer review survey generated in Qualtrics that uses a Likert scale and measures the degree to which students agree or disagree with statements related to each team member’s performance and professional skills demonstration. This paper describes both the new peer review tool as well as results from a study conducted in the 2022/2023 academic year to evaluate student perceptions of PEPSA against the prior CATME baseline using two identical study questionnaires.
Lego, S., & Exten, C. (2024, June), Assessing Student Perceptions of Peer Review Methods’ Efficacy in a Team-Based, Senior Undergraduate Capstone Course Setting Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46612
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