Teaching self-evaluation skills in a team-based project class

Martha Ostheimer, Hal Tharp

Research output: Contribution to journalConference articlepeer-review


Recent industry feedback indicates that graduating engineers need better preparation in solving open-ended problems and communication. In response to this feedback, we have developed a team-based design project class that emphasizes self-evaluation, peer-evaluation, and group evaluation of problem solving strategies, as well as written and oral communication skills. The course is built around unique team-projects that each group creates. The course also includes significant writing-to-learn activities that encourage students to reflect on and develop an awareness of their problem solving processes and communication skills. The students also work in teams, and in pairs, to evaluate the process of solving problems. Their written and oral presentations are also self-evaluated and peer-evaluated. This emphasis on students becoming more self-aware of the strengths and weaknesses of their problem solving abilities, and on students becoming capable of evaluating the effectiveness of their communication skills, will prepare our students to better evaluate their future work in industry.

Original languageEnglish (US)
Pages (from-to)3059-3064
Number of pages6
JournalASEE Annual Conference Proceedings
StatePublished - 1996
Event1996 ASEE Annual Conference Proceedings - Washington, DC, United States
Duration: Jun 23 1996Jun 26 1996

ASJC Scopus subject areas

  • General Engineering


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