Using multi-source feedback in the classroom: lessons learned

Summary form only given. For the past two years, we have been tracking two cohorts of industrial engineering students as they progress through their curriculum. We are particularly interested in measuring their acquisition of three EC-2000 outcomes: teamwork, communications and problem solving skills. To do this, we have utilized multi-source feedback in conjunction with closed-form attitudinal surveys as part of a study to measure outcomes through triangulation. In this paper, we discuss our use of multi-source feedback in the classroom and compare the results that we have obtained to results obtained from the attitudinal surveys. We also present those effects we have found that may be due to differences in gender and learning styles. Specifically, our experiment involves following two cohorts of approximately 50 students each through a three-course sequence in industrial engineering that spans the third, fourth and fifth semesters. Outcome measurements are obtained using two assessment methods-multi-source feedback via the Team Developer/sup TM/ and closed-form questionnaires via the Pittsburgh Sophomore/Junior Engineering Learning and Curriculum Evaluation Instruments and the Pittsburgh Senior Exit Survey. In addition, we have further enhanced information about student teams with a short survey that assesses overall team maturity and performance, as well as obtains students' perceptions about the overall learning environment.