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MENTORSHIP AND PERFORMANCE ASSESSMENT OF DESIGN TEAMS IN
TRANSPORTATION-RELATED PROJECTS
FINAL REPORT
DECEMBER 2005
Budget Number KLK314
N05-04
Prepared for
OFFICE OF UNIVERSITY RESEARCH AND EDUCATION
U.S. DEPARTMENT OF TRANSPORTATION
Prepared by
NATIONAL INSTITUTE FOR ADVANCED TRANSPORTATION TECHNOLOGY
UNIVERSITY OF IDAHO
Edwin Odom; Steve Beyerlein
DISCLAIMER
The contents of this report reflect the views of the authors,
who are responsible for the facts and the accuracy of the
information presented herein. This document is disseminated
under the sponsorship of the Department of Transportation,
University Transportation Centers Program, in the interest of
information exchange. The U.S. Government assumes no
liability for the contents or use thereof.
1. Report No.
2. Government Accession No.
3. Recipient’s Catalog No.
4. Title and Subtitle
Mentorship and Performance Assessment of Design Teams in
Transportation Related Projects
5. Report Date
December 2005
6. Performing Organization Code
KLK314
Author(s) Edwin Odom; Steven Beyerlein
8. Performing Organization Report No.
N05-04
9. Performing Organization Name and Address
National Institute for Advanced Transportation Technology
University of Idaho
10. Work Unit No. (TRAIS)
PO Box 440901; 115 Engineering Physics Building
Moscow, ID 838440901
11. Contract or Grant No.
DTRS98-G-0027
12. Sponsoring Agency Name and Address
US Department of Transportation
Research and Special Programs Administration
13. Type of Report and Period Covered
Final Report: September 2002-
August 2003
400 7th Street SW
Washington, DC 20509-0001
14. Sponsoring Agency Code
USDOT/RSPA/DIR-1
Supplementary Notes:
16. Abstract
A new type of design laboratory known as Mindworks© has been created to support just-in-time learning about machine design and local manufacturing capabilities that are frequently used in capstone design projects. This laboratory contains design artifacts, quick references, manufacturing videos, and mathematical models for solving common machine design problems. This unique space for learning and practicing design is documented extensively at www.webs1.uidaho.edu/ele/mindworks. Mindworks resources have evolved through project work in a required Machine Design class as well as elective classes in Lean Manufacturing and Advanced Machine Design. Mindworks is used extensively for drivetrain and engine design by students engaged in transportation related senior design projects.
17. Key Words
Manufacturing; education and training; -personnel
performance; production.
18. Distribution Statement
Unrestricted; Document is available to the public through the National
Technical Information Service; Springfield, VT.
19. Security Classif. (of this report)
Unclassified
20. Security Classif. (of this page)
Unclassified
21. No. of Pages
19
22. Price
…
Form DOT F 1700.7 (8-72) Reproduction of completed page authorized
MENTORSHIP AND
PERFORMANCE ASSESSMENT
OF DESIGN TEAMS IN
TRANSPORTATION-RELATED PROJECTS
Authors: Edwin Odom; Steven Beyerlein
TABLE OF CONTENTS INTRODUCTION........................................................................................................................ 1
APPROACH AND METHODOLOGY....................................................................................... 2
FINDINGS; CONCLUSIONS; RECOMMENDATIONS........................................................... 6
APPENDIX .................................................................................................................................. 8
Mentorship and Performance Assessment of i Design Teams in Transportation Related Projects
INTRODUCTION
Idaho Engineering Works (IEW) at the University of Idaho is formed of a diverse group of
graduate students whose purpose is to develop an environment that fosters professional and
technical excellence by mentoring year-long capstone design projects. Each year a well-trained,
collaborative, and highly-reflective cohort of graduate students is formed to support design
education. This team is developed through directed study courses, team projects, personal
reflections and monumental technical and interpersonal challenges. Over the last ten years, the
IEW has been successful in facilitating delivery of hardware that exceeds expectations of
industry customers, shortening time required for large-scale design projects, and developing
new manufacturing capabilities within the Mechanical Engineering Department. Many of the
projects are vehicle related and are supported by NIATT as well as the College of Engineering.
A central role of IEW members is to provide guidance to the senior design teams enrolled in
Capstone Design. Those involved in the UI Capstone Design must clearly identify the goals of
the project, make design decisions based on analysis, and provide a functioning hardware
prototype compliant with design specifications. Experience has shown that ME seniors often
need substantial shop training in order to complete their projects. This often leads to extra
fabrication time, reducing the availability of shop facilities for other design teams. IEW
mentors provide machine shop training as well as assistance with client communication, project
management, and conflict resolution.
The demanding task of mentoring senior design teams takes leadership, management, and
proficiency with state-of-the-art tools. In order to better educate mentors in these skills, a
semester long graduate seminar was created. This seminar also allows IEW members to share
and reflect on actions taken with individual teams to find collective solutions for common
problems. The NIATT project described here grew out of the success of previous IEW
seminars and the desire to expand our legacy of design resources, hardware solutions, and
training experiences that are handed down from one generation of students to the next.
Mentorship and Performance Assessment of 1 Design Teams in Transportation Related Projects
APPROACH AND METHODOLOGY
In today’s world of rapidly changing transportation systems, state-of-the-art approaches to
design and just-in-time methods for learning relevant tools, techniques, and technologies are in
great demand. For many organizations, especially universities, this problem is accentuated by a
large annual turnover of those who participate in research and development. An approach to
knowledge transfer that integrates physical, virtual, and human elements is likely to be most
effective with a broad spectrum of learner/practitioners. This begins with programs for training
mentors in new technology areas. It can be enriched through special environments where
knowledge resides in an easily accessible format. Finally, instructional and decision-making
systems need to undergo continuous refinement based on real-time performance measurement.
The objective of this project was to develop resources that support each of these areas. These
include: (a) design and implementation of an intensive, three-week lean manufacturing short
course for graduate mentors as well as a subset of the upcoming senior class, (b) establishment
of a Mindworks© laboratory for just-in-time machine design and manufacturing learning, and
(c) a capstone design assessment system built around key performance rubrics.
Our latest design for the three-week lean manufacturing short course is included in the
Appendix. The course stresses the following lean concepts: value stream mapping, visual
workplace design, 5S, batch size reduction, standardized work, quality at the source, cellular
flow, pull/Kanban (an orderly and efficient flow of materials throughout the entire
manufacturing process), design failure mode effects analysis, and continuous improvement.
The course also stresses the following shop skills: design for manufacturability, shop safety,
efficient use of resources, cleanliness, location of tools, drawing package formulation, proper
tolerancing, lathe operation, milling machine operation, and welding.
Mentorship and Performance Assessment of 2 Design Teams in Transportation Related Projects
We developed an annual Kaizen event1 where teams of two to three students identify a specific
need for elevated design/fabrication practice by engineering students, create a resource to
advance this practice, and receive peer review prior to its finalization. The final project features
multiple manufacturing approaches to the same design problem.
This past year, student teams explored three fundamentally different approaches to A-arm
design: welded members, machined billet, and composite members. Teams developed detailed
drawing packages, manufacturing plans, manufacturing fixtures, cost analysis, and a system-
level DFMEA. A Projects’ Day at the end of course allowed teams to celebrate their
accomplishments in the CAD lab/shop and critique work products by other teams who
employed similar as well as different methods.
Successful engineering project work begins with a thorough understanding of client needs,
however work can be compromised if it is not followed by thoughtful detailed design. High
quality detail design work involves integration of several practitioner roles: analyst, problem
solver, achiever, and self-grower. Because of the varied nature of problems encountered in
different project environments, time constraints, and quality expectations placed on these
projects, practitioners need just-in-time resources to accelerate project learning and to promote
better project decision-making.
Machine design and modern manufacturing processes were selected as areas where just-in-time
resources could have great leverage. Physical artifacts, posters, web pages, and videos were
created and assembled in a new laboratory environment known as Mindworks for this purpose.
1 Kaizen is a Japanese word for continuous improvement—it is a method that strives toward perfection by
eliminating waste. Kaizen Events are commonly referred to as a tool that:
1) Gathers operators, managers, and owners of a process in one place
2) Maps the existing process (using a deployment flowchart, in most cases)
3) Improves on the existing process
4) Solicits buy-in from all parties related to the process
[http://www.isizsigma.com/dictionary; accessed 12/7/05]
Mentorship and Performance Assessment of 3 Design Teams in Transportation Related Projects
Junior users enrolled in machine design and various elective courses were engaged in
researching and organizing specific contributions to Mindworks. This approach insured that the
resources were attractive and useful to the intended audience of apprentice engineers.
Project work in capstone design courses can be visualized along a project axis as well as a
learning axis as shown in the figure below. The project axis extends from thoughtful definition
of design requirements in conjunction with project stakeholders to detailed solution concepts
that can be manufactured efficiently and tested against key specifications. The learning axis
includes individual competence and continued learning as well as team processes that ensure
positive team dynamics and productivity.
Four assessment tools were created to help instructors and mentors track project development
and design learning in an environment where multiple student projects are underway at the
same time. These support data collection for program accreditation as well as formative
assessment. Copies appear in the Appendix.
Mentorship and Performance Assessment of 4 Design Teams in Transportation Related Projects
A design review form was created to provide feedback on project conceptualization and
definition of requirements. Used in conjunction with Axiomatic Design methods adapted for a
capstone course context, design decisions and their implications for detailed design can be
communicated more clearly to all stakeholders. A design report form provides feedback on
project documentation that allows third-party engineers to replicate the solution and efficiently
continue development work. A design team performance rubric measures individual
engagement in team activities and project contribution. A logbook assessment form was created
to provide feedback on personal competence and professionalism.
Mentorship and Performance Assessment of 5 Design Teams in Transportation Related Projects
FINDINGS; CONCLUSIONS; RECOMMENDATIONS
Shop mini-projects, curriculum materials, training activities related to our lean manufacturing
short course have been significantly upgraded through this work. This short course integrates
principles of lean manufacturing with use of CAD, metrology, milling machines, lathes, and
welding equipment in a prototyping environment. Part of the course involves a day-long factory
simulation workshop. Based on end-of-course surveys, significant professional growth was
noted in knowledge of lean concepts and modern manufacturing practices.
A new type of design laboratory, known as Mindworks, was created through this work. This
laboratory contains design artifacts, quick references, manufacturing videos, and mathematical
models for solving common machine design problems. Mindworks continues to evolve through
project work in a required Machine Design class and has been used extensively by nearly all
capstone design teams in the last two years. This unique space for learning and practicing
design is documented extensively at www.webs1.uidaho.edu/mindworks.
Since the initiation of this project, capstone design products have continued to evolve in
complexity, mechanical and electrical engineering departments have implemented an
interdisciplinary course structure, and the average level of industry funding has steadily
increased. A complete archive of projects is maintained at http://seniordesign.engr.uidaho.edu.
The design infrastructure spawned by the lean manufacturing course and the Mindworks
laboratory have been instrumental in bringing about these changes. Transportation projects that
have directly benefited from efforts associated with work include:
Ultracapacitor System for FutureTruck vehicle
Hybrid Electric Drivetrain for Future ruck vehicle
Airbag Pleating and Folding Station for Autoliv
Airbag Initiator Teststand for Takata
Frame Optimization for Formula SAE vehicle
Gear Drive for Formula SAE vehicle
Mentorship and Performance Assessment of 6 Design Teams in Transportation Related Projects
Composite Body for Formula SAE vehicle
Tuned Intake System for Formula SAE vehicle
Direct Injection 2-Stroke Engine for Clean Snowmobile
Direct Drive System for Clean Snowmobile
Exhaust System for Clean Snowmobile
This work contributed to four refereed pedagogy papers. These were published over the last
several years in Proceedings of the Annual Meeting of the American Society for Engineering
Education. These include: Role of Axiomatic Design in Teaching Capstone Courses (2005),
Measuring Added-Value Using a Team Design Skills Growth Survey (2005), Development and
Use of an Engineering Profile (2005), and Capstone Design Course and Assessment of ABET
EC 2000: A National Survey (2004).
Three successful donation requests/proposals were stimulated by this work. The first was a
generous cash donation from Schweitzer Engineering that resulted in a four-axis, Haas CNC
Mill along with related tooling valued at $50,000. The second was a new Haas CNC lathe and
related tooling valued at $30,000. The third was a $50,000 grant from the National Science
Foundation to support University of Idaho collaboration with Washington State University,
Seattle University and Tuskegee University in the development of transferable assessment and
evaluation instruments for capstone design courses.
Mentorship and Performance Assessment of 7 Design Teams in Transportation Related Projects
APPENDIX
Lean Manufacturing Short-Course Syllabus (Summer 2005)
Course Goal: Generate working understanding of Lean Manufacturing terms and practices.
Develop fundamental capabilities in ME machine shop revolving around simple prototypes.
Week 1: Introduction to Lean Thinking and ME shop
Day Lecture Lab HW
5/16 Course Overview
Traditional Manufacturing
Shop safety tour
Shop orientation
Mindworks tour
Read Joe’s Garage
5/17 Lean Manufacturing
Lean Terminology
Lean Tooling
Metrology Equipment
Part Inspection
Drawing Standards
Dimensions/Tolerances
Mill Project Drawings
Define vocabulary terms
in Joe’s Garage
Identify five aspects of ME
design suite that you can
relate to lean manufacturing
(1/2 page on each)
5/18 Kaizen Events
Kaizen project assignments
Group A: Mill Project
Group B: Lathe Project
Read and take notes on
Autoliv pamphlet
Identify resources for
Kaizen projects
5/19 Homework Discussion
Value Stream Mapping
Group A: Mill Project
Group B: Welding
Evaluate Commons Food
Court from lean perspective
5/20 8:00-5:00 TechHelp Lean
Manufacturing Workshop
8:00-5:00 TechHelp Lean
Manufacturing Workshop
Describe five lean concepts
reinforced by workshop and
five new concepts that were
introduced
Mentorship and Performance Assessment of 8 Design Teams in Transportation Related Projects
Week 2: Apply lean concepts in shop, CAD lab, and kaizen projects
Day Lecture Lab Homework
5/23 Homework Discussion
Managing Quality
Logbook Review
Group A: Welding
Group B: Mill Project
Kaizen project
5/24 Review of Kaizen Projects Group A: Lathe Project
Group B: Mill Project
Kaizen project
5/25 Six Sigma Optional exercises:
Rapid Prototyping
CNC Threading
MasterCAM Tutorial
Tramming a Head
Kaizen Project
5/26 7:30-5:30 Plant Tour
Advanced Input Systems
Bayshore Systems
7:30-5:30 Plant Tour
Advanced Input Systems
Tour Questions
5/27 Discuss Plant Tours
Design for
Manufacturability
Kaizen Projects Due
A-Arm Project Kick-Off
Composite Design
Bolted Design
Welded Design
Machining from Billet
A-Arm Project
Drawing Package
Manufacturing Plan
Hardware Prototype
Cost Report
DFMEA
Mentorship and Performance Assessment of 9 Design Teams in Transportation Related Projects
Week 3: Mini-Project Competition and Documentation
Day Lecture Lab Homework
5/31 Cost Estimating
Manufacturing Plans
A-Arm Project A-Arm Project
6/1 DFMEA A-Arm Project A-Arm Project
6/3 Review of projects A-Arm Project Logbook Review Form
6/18 Course kaizen session
Logbook, Final Project,
and Design Report due
at end of day
A-Arm Project Course evaluations
Grading:
Notebooks/Homework 25%
Kaizen Project 30%
Final Project 45%
Drawing Package/Report (15%)
Product Quality (15%)
Shop Safety & Practices (15%)
Mentorship and Performance Assessment of 10 Design Teams in Transportation Related Projects
DESIGN REVIEW ASSESSMENT FORM
Project: Date:
Check status: ____ Underclassman _____ Engineering Senior _____ Engineering Graduate/Client
A. Please score the design team’s presentation using each of the criteria and scoring scales given
below.
Your Scoring Scale Score 1 3 5 ORGANIZATION AND FLOW COMMENTS:
Order and flow unclear, may be confusing; time
usage ineffective
Order and flow clear, parts fit into whole; time used
well in general
Order and flow smooth, clear; time usage very
good to achieve purposes
LANGUAGE COMMENTS:
Language not refined; terms may be misused; voice
unsteady
Language and use of terms proper; voice clear
and steady
Language shows knowledge; very good
word choice; persuasive
CONTENT COMPLETENESS COMMENTS:
Presentation lacks some key
information needed by client
Presentation includes most key information
needed by client
Presentation includes all key information needed
by client
CONTENT RELIABILITY COMMENTS:
Information is uncertain and
causes doubt about its reliability
Information appears correct and reliable; proof
lacking
Information proven reliable; key data,
sources, derivations given
VISUAL AIDS COMMENTS:
Visuals crude, have some errors, are
generally readable; mixed impact
Visuals generally attractive, have no serious
errors, have positive impact
Visuals attractive, excellent quality; no
errors; achieve desired impact
LISTENING/ RESPONDING COMMENTS:
Interaction with audience limited;
not effective in Q/A
Maintains some rapport with audience; generally
effective in Q/A
Excellent rapport with audience; very effective listening, answering Q/A
CONFIDENTIALITY COMMENTS:
No awareness or regard for client confidentiality
Aware of need to respect client confidentiality; casual observance
Clearly knows and ensures appropriate client confidentiality
Mentorship and Performance Assessment of 11 Design Teams in Transportation Related Projects
TEAM CREDIBILITY COMMENTS:
Team shows lack of expertise, inability to perform credibly
or effectively
Team has most necessary expertise, moderate ability
to manage project and personnel
Team exhibits all vital expertise, key skills,
poise; able to manage projects, personnel well
CONCEPT QUALITY COMMENTS:
Team partially understands needs of clients; concept
not viable, does not address some
important criteria*
Team understands main technical and nontechnical needs of clients; concept plausible, addresses most
crucial requirements, constraints*
Team fully understands diverse needs of clients,
society; concept innovative, viable,
satisfies all requirements and constraints*
ECONOMIC ISSUES COMMENTS:
Generally ignores cost issues;
concept not cost-effective
Discusses primary cost concerns; concept has economic plausibility
Effectively judges costs, benefits; concept has
economic viability
* Incorporate engineering standards and realistic constraints that include most of the following considerations: economic; environmental; sustainability; manufacturability; ethical; health and safety; social; and political.
B. Other comments or suggestions for improvement (use other side if needed):
Mentorship and Performance Assessment of 12 Design Teams in Transportation Related Projects
DESIGN REPORT ASSESSMENT FORM
Project: Date:
Your Scoring Scale Score 1 3 5 BACKGROUND COMMENTS:
Identifies most basic client needs for product;
acknowledges few existing resources that may influence the development of a solution
States problem context relative to both client and the
state of technology within society; aware of relevant
literature, patents, and existing products
Describes and analyzes problem context in terms
of clients’ needs and societal/global issues; thoroughly analyzes relevant literature,
patents, and products
DESIGN REQUIREMENTS COMMENTS:
Few design requirements defined; most are loosely
defined, performance-related, qualitative; few or none
based on documented client needs’; broader
considerations* neglected
Defines important design requirements based on primary and secondary
clients; addresses technical and non-technical requirements and
constraints*; includes many measurable requirements
Skillfully defines comprehensive design requirements based on
needs of clients and stakeholders; addresses
system-level and life-cycle requirements and
constraints*; all are measurable
CONCEPTS CONSIDERED COMMENTS:
Limited number of useful concepts; do not reflect
knowledge of state-of-art; little creativity
Useful concepts for components and overall;
reflect knowledge of state-of-art for at least some parts;
moderate creativity
Many useful concepts for components and overall;
reflect knowledge of state-of-art for all
components; significant creativity
CONCEPT SELECTION COMMENTS:
Vague process to select concepts; little record of
decision making process; poorly-defined criteria
Rational, documented process to select concepts; clear measurable criteria in making design decisions
Quality client-focused process for selection;
fully documented; clear quantitative and
qualitative criteria
PRODUCT ARCHITECTURE COMMENTS:
Product features lack client-focus; performance not linked
to design requirements; no integration
Product evidences client-focus; meets key design
requirements; some system integration
Product delights client; fully meets design
requirements; components skillfully integrated into whole
Mentorship and Performance Assessment of 13 Design Teams in Transportation Related Projects
ECONOMIC ANALYSIS COMMENTS:
Vague estimates of product costs; does not consider
other business issues
Reasonable estimates of costs and value to client;
markets identified for product
Reliable estimates of life cycle costs and benefits
to client; business potential well-defined
CASE FOR CONTINUATION COMMENTS:
Project strengths unclear; serious risks to project
completion or to business viability
Project strengths and risks identified; reasonable
potential for project success and for business value
Compelling case for success of project; risks managed; clear, strong
business potential
OVERALL REPORT QUALITY COMMENTS:
Conceptual design is incomplete or meets few
design requirements; little or no evidence justifying
product financially; report is incomplete, unattractive, can
be misunderstood, has distracting errors
Sound conceptual design meets most design requirements; some
indication that product will be economically feasible; report is complete, understandable,
attractive, few flaws
Innovative and competitive conceptual design meets all design requirements; credible
evidence that product will be financially successful; report is very complete, very clear, compelling
CONCEPT QUALITY COMMENTS:
Team partially understands needs of clients; concept not
viable, does not address some important criteria
Team understands main technical and nontechnical needs of clients; concept plausible, addresses most
crucial requirements, constraints
Team fully understands diverse needs of clients,
society; concept innovative, viable,
satisfies all requirements and constraints
Mentorship and Performance Assessment of 14 Design Teams in Transportation Related Projects
DESIGN TEAM PERFORMANCE RUBRIC Commitment: Identifies with the vision. Provides leadership for others to realize the vision.
Produces functioning hardware/software that exceeds customer expectations. Enjoys
assuming even ill defined roles in a team environment. Can be counted on to organize and
carry out almost any work assignment with a high level of quality. Provides timely and well-
received feedback to self, team members, customer, and advisor/mentor. Regularly makes,
rereads, and reflects on logbook entries. Devotes considerable energy to leadership and self-
improvement.
Enrollment: Sees the benefits and wants the vision. Willing to be a good soldier in realizing
the vision, provided that someone else provides the leadership.
Produces functioning hardware/software that meets all customer expectations. Enjoys
assuming a well-defined role in a team environment. Can be counted on to accomplish most
assignments with good quality. Interacts frequently with customer and mentor. Regularly
makes logbook entries.
Formal Compliance: Sees some of the benefits of the vision, but skeptical of the magnitude
of personal changes required. Willing to do what is necessary within one’s job description.
Produces functioning hardware/software that meets most customer expectations. Praises
team, customer, and advisor/mentor solidarity in public. Privately criticizes other’s performance
but assumes no responsibility for negative results. Motivated to do the bare minimum on
documentation.
Oppositional: Sees few, if any, benefits of the vision. Requires constant supervision to do
what is expected. Vocally is not on board.
Produces hardware/software that meets some customer expectations. Displays fearful or
angry relations toward team members, customer, and advisors/mentors in public. Must be
prompted by a supervisor to complete most tasks. Maintains personal documentation only
under duress and resents doing it.
Apathy: Cannot see the vision and is unable to help realize the vision. Is often tardy or
absent.
Mentorship and Performance Assessment of 15 Design Teams in Transportation Related Projects
Produces only untested, underdeveloped paper designs. Is indifferent toward team members,
customer, and advisors/mentors. Devotes no time or energy to personal documentation.
Mentorship and Performance Assessment of 16 Design Teams in Transportation Related Projects
Logbook Quality Measure (cut out and paste in logbook)
Assessee:_______________Assessor:_______________Date:_______________
Daily Activities
Goals: ___vague ___multiple & divergent ___focused & strategic
Roles: ___implicit ___generic ___well-defined
Tasks: ___none cited ___sequenced & logical ___ remove bottlenecks
Meetings: ___scattered notes ___notes w/o discussion ___extensive notes w/discussion
Client Focus: ___no contact info ___some feedback noted ___feedback analyzed
Design Development
Research: ___sparse notes ___relevant notes ___detailed notes & sources
Modeling: ___none/inappropriate ___underdeveloped ___results & discussion
Illustrations: ___none ___basic w/o discussion ___detailed w/discussion
Decisions: ___random ___highlighted ___justified
Purchasing: ___no cost data ___costs inventoried ___vendor comparisons
Project Review
Strengths: ___none cited ___basic awareness ___detailed knowledge
Improvements: ___none cited ___basic awareness ___implementation planning
Lessons: ___none cited ___valuable to team ___valuable to other teams
General Housekeeping
Entries : ___sporadic ___on demand ___spontaneous
Organization: ___haphazard layout ___readable by author ___adds value to others
Headings: ___none ___generic ___informative
IP Issues: ___pencil w/erasures ___pen & dates ___pen & dates & witnessing
Mentorship and Performance Assessment of 17 Design Teams in Transportation Related Projects
Logbook Review Process: Data Collection: check all descriptors that apply based on 5 minute skim.
Data Analysis: Identify your two best entries. Explain what makes each of these exemplary.
Describe two improvements you want to implement before the next round of logbook review.
Outline the benefits you hope to achieve and the action plan you will implement to realize these
improvements.
Peer Feedback: Have at least one other person review your logbook. Have them
do their own scoring and share their ideas about your best entries and areas for improvement.
Look for best practices/insights you want to adopt for yourself.
Instructor Feedback: Submit your logbook to your instructor with personal and peer review
forms/discussion attached. Identify specific areas where you would like feedback.
Mentorship and Performance Assessment of 18 Design Teams in Transportation Related Projects
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