Research in Engineering Education Symposium 2011 - rees2009

Universidad Politécnica de Madrid (UPM) Página 704 de 957
Findings & Conclusions
For the team studied, the coaching session contained twenty-five distinct episodes; nine
addressed student objectives of inputs and performance metrics, thirteen attended to
instructor objectives of core content and concepts, and two provided project
contextualization. Figure 1 shows the chronological order of episodes within the coaching
session. The 20-minute coaching session consisted of approximately 2200 words and the
length of the box representing each episode is scaled to the word count. Inputs and
performance metrics episodes are denoted with a white box, core content and concepts
episodes are shown as a box with a grid pattern and project contextualization episodes are
denoted with a shaded box. Each episode is labelled with its particular theme.
Figure 1: Chronological representation of episodes in a coaching session.
Figure 1 illustrates the approximate proportion of discourse allotted to each of the
discussion themes. The themes discussed here are similar to those reported for other
Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011