Lecture 7 - Team Building & Creative Problem SolvingSlide 2© 2006 Baylor UniversityEGR 1301IntroductionDr. Carolyn SkurlaSpeakingSlide 3© 2006 Baylor UniversityEGR 1301Why Work in Teams?• Your future employer requires ______________• Student-centered learning is encouraged– Active learning– Collaborative learning– Cooperative learning• Positive interdependence• Individual accountability• Face-to-face interaction• Appropriate use of interpersonal skills• Regular self-assessment of group functioningSlide 4© 2006 Baylor UniversityEGR 1301Benefits of Cooperative Learning•Improved– Student-faculty interaction– Student-student interaction– Grades & information retention– Teamwork & interpersonal skills– Communication skills– Training for the professional work environmentLecture 7 - Team Building & Creative Problem SolvingSlide 5© 2006 Baylor UniversityEGR 1301Plagiarism• “Plagiarism is using others' ideas and words without clearly acknowledging the source of that information.”11Writing Tutorial Services, Indiana University, Bloomington, IN <http://www.indiana.edu/~wts/wts/plagiarism.html>Slide 6© 2006 Baylor UniversityEGR 1301How Can Students Avoid Plagiarism?• “To avoid plagiarism, you must give credit whenever you use– another person's idea, opinion, or theory; – any facts, statistics, graphs, drawings--any pieces of information--that are not common knowledge; – quotations of another person's actual spoken or written words; or – paraphrase of another person's spoken or written words.”11Writing Tutorial Services, Indiana University, Bloomington, IN <http://www.indiana.edu/~wts/wts/plagiarism.html>Slide 7© 2006 Baylor UniversityEGR 1301Creative Problem Solving• Thinking Aloud Pairs Problem-Solving (TAPPS)– Students form pairs• Problem-Solver (PS)– Talks through solution to the problem• Listener (L)– Questions– Prompts PS to keep talking– Gives clues when necessary– Short training exerciseLecture 7 Handout Plagiarism Exercise Original Source Material: The British Institution’s definition of structural engineering crowds into the same box the ideas of economy and elegance, for responsible engineering wastes neither physical nor mental resources. Economic constraints are often imposed by the demands of the marketplace, but the requirement for elegance is often self-imposed by the best in the profession in much the same way that artists and scientists alike see elegance in the sparest canvases and the most compact theories – or in the axiom of the minimalist aesthetics and design, “less is more.” Quoted directly from pp. 40-41 of: Petroski, Henry. To Engineer is Human: The Role of Failure in Successful Design. Vintage Books, New York (1992). Sample #1: ___________________________________________________________________________ Responsible engineering wastes neither physical nor mental resources. Economic constraints are often imposed by the demands of the marketplace. Sample #2: ___________________________________________________________________________ According to Petroski, “Responsible engineering wastes neither physical nor mental resources [1].” Marketplace demands often impose economic constraints. Bibliography: 1. Petroski, Henry. To Engineer is Human: The Role of Failure in Successful Design. Vintage Books, New York (1992). Sample #3: ___________________________________________________________________________ According to Petroski, responsible engineering wastes neither physical nor mental resources [1]. Bibliography: 1. Petroski, Henry. To Engineer is Human: The Role of Failure in Successful Design. Vintage Books, New York (1992). Sample #4: ___________________________________________________________________________ According to Petroski, “Responsible engineering wastes neither physical nor mental resources [1].” He also states that marketplace realities may necessitate fiscal limitations. Bibliography: 1. Petroski, Henry. To Engineer is Human: The Role of Failure in Successful Design. Vintage Books, New York (1992).THINKING ALOUD PAIRS PROBLEM SOLVING (TAPPS) The Problem Solver: 1. Adjust the chairs so that you and your partner are comfortably seated at a worktable. 2. Make sure that you have paper, pencil, a calculator, and anything else you may need to solve the problem. 3. There may be hints or suggestions given about how to approach a particular problem. Discuss these with your partner before you start. 4. Read the problem aloud. 5. Start to solve the problem on your own. You are solving the problem; your partner is only listening to your and reacting to what you say, not collaborating in the solution. 6. Thinking aloud isn’t easy. At first you may have trouble finding the right words; don’t search for them, say whatever comes to your mind. You and your partner are trying to help each other, and no one is evaluating you. 7. Go back over any part of a problem you wish. Use such words as, “I’m stuck. I’d better start over.” “No, that won’t work…let’s see…hmmm.” 8. Try to solve the problem even if you think it trivial, or if you don’t think you’re learning anything. Most people don’t realize the fantastic improvement that occurs when they engage in this process. When you complete a problem, record what you think you learned about the process so you can see your progress. Then have your partner add his/her ideas. The Listener: 1. Establish as quickly as possible that you will be a questioner and not a critic, and that you are not criticizing when you ask questions like, “Please elaborate.” “What are you thinking now?” “Can you check that?” 2. Your role is to: a. Demand that PS keep talking, but don’t keep interrupting when PS is thinking. b. Make sure that PS follows the strategy and doesn’t skip any of the steps. c. Help PS improve his/her accuracy. d. Help reflect the mental process PS is following. e. Make sure that you understand each step that PS takes. 3. Do not turn away from PS and start to work the problem on your own. It may be better if you don’t even pick up a pencil. Track PS’ procedure actively. 4. Do not let PS continue if: a. You don’t understand what he/she is doing. Say “I don’t understand,” or “I can’t follow that.” b. You think a mistake has been made. Ask him/her “to check that,” or “Does that sound right?”