DEVELOPING LOGBOOK KEEPING AS A PROFESSIONAL SKILL THROUGH CDIO PROJECTS

DEVELOPING LOGBOOK KEEPING AS A PROFESSIONAL SKILL THROUGH CDIO PROJECTS

S. Junaid, P. Gorman, L. Leslie (2018).  DEVELOPING LOGBOOK KEEPING AS A PROFESSIONAL SKILL THROUGH CDIO PROJECTS. 10.

Deliberate practice, including focused practice time by students, feedback from experts, mentors, educators or peers, and student reflection (Nandagopal & Ericsson 2012) is needed in order to develop and excel in any skill. This study looks at whether deliberate and directed practice can be used to develop professional engineering skills in a CDIO teaching setting, using logbook keeping as a key example. A longitudinal analysis of logbook performance over year 1 and 2 for a graduating cohort (n = 76) was carried out. A questionnaire was given to the same cohort at the end of their final year projects to gauge logbook use during final year where no assessment was associated (36 responses). The analysis showed an improvement in logbook performance in year 1 from the first and second project, however a considerable drop in performance was noted at the start of year 2. Performance then significantly improved at the end of year 2 (ANOVA, p = 0.05). Furthermore all respondents maintained a logbook during final year although only 7 submitted their logbooks for this study. The results highlighted students maintained logbook use in final year, reflecting the positive effect of regular practice from year 1 and 2. However the drop in performance in year two may be due to lack of practice over the vacation and a discrepancy between higher performance required in year 2 and student expectations, which will be investigated further. 

Authors (New): 
Sarah Junaid
Paul C Gorman
Laura J Leslie
Pages: 
10
Affiliations: 
Aston University, Birmingham, United Kingdom
Keywords: 
projects
skills
CDIO Standard 3
CDIO Standard 5
CDIO Standard 7
CDIO Standard 8
CDIO Standard 10
CDIO Standard 11
CDIO Standard 12
Year: 
2018
Reference: 
CDIO. 2017. CDIO.org [Online]. Available: http://www.cdio.org/ [Accessed 19/07/2017].: 
Ericsson K.A., Krampe R.T., Tesch-Römer C. (1993). The Role of Deliberate Practice in the Acquisition of Expert Performance. Psychological Review, 100(3), 363-406.: 
Junaid S., Gorman P., Prince M. & Leslie L.J. (under review). Student perception of skills, use of logbooks, and the CDIO framework in individual final year projects. International Journal of Engineering Education, RCEE Edition.: 
Kolb, D. A. (1984) Experiential Learning, Englewood Cliffs: Prentice Hall.: 
Leslie, L.J. & Gorman, P.C. 2016. Collaborative design of assessment criteria to improve undergraduate student engagement and performance. European Journal of Engineering Education, 1- 16.: 
McAlpine, H., Hicks, B.J., Huet, G., Culley, S.J. 2006. An investigation into the use and content of the engineer’s logbook. Design Studies, 27(4): 481-504.: 
Nandagopal K. & Ericsson K.A. (2012). An expert performance approach to the study of individual differences in self-regulated learning activities in upper-level college students. Learning and Individual Differences, 22, 597-609.: 
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