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• W2289368862 abstract "Many engineering programs have first-year design experiences that are designed to initiate students into the engineering community and enhance interest in engineering. In this paper we compare how team structure affects the acquisition of effective teaming skills in two different first-year design experiences. One structure consists of a vertically-integrated team of first-year students through seniors completing a 7 week design project in chemical engineering where the teams are constructed to enable situated learning (SL). The multi-level experience is an attempt to create a community of practice in which students can interact academically and socially 1 . The impact on the first-year students in the SL teams was compared to collaborative learning (CL) teams where students in a freshmen-only biomedical engineering course are assigned to 3-4 person groups and complete a level-appropriate design problem. The purpose of the comparison was to determine if the structure of the team yields differences in learned teaming skills as well as how they learned. Analysis of a Team Characteristics Survey and student short answer responses indicates that both experiences generate a positive attitude toward engineering but that SL first-year students engaged in higher levels of metacognition and acquired a more complete perception of effective teams. Purpose Educators must fully prepare students in the best practices and attributes of teams. Our graduates will be expected to contribute in a collaborative environment such that their efforts yield success either for a competitive advantage or in civic engagement 2 . Engineering students must acquire these skills in addition to discipline-specific technical expertise. Unfortunately, a typical student experiences a learning environment with high rewards for individual achievement and little or no emphasis on critical skills such as cooperation, trust, communication and leadership. McAnear and Seat 3 correctly point out that teamwork skills are behavioral and teaching effective teaming requires different approaches than for the more cognitive engineering skills. What is needed in undergraduate education is a learning experience that requires teamwork and more closely simulates what students will experience in professional practice. In this paper we compare two experiences to determine how each contributes to the acquisition of effective teaming skills. In the chemical engineering implementation of a vertically integrated team design project (VITDP), all undergraduates enroll in a one credit hour course called Project Management and Teamwork (I – IV) depending on academic level during the fall semester; total enrollment in this class is between 130 and 150 students. Ten member heterogeneous teams, consisting of freshmen through seniors, are formed following a set of rules that insures that each team has a minimum level of teamwork and technical expertise; team formation is based on performance data from prior VITDP activities. These SL teams work on an open-ended design problem over a five to" @default.
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• W2289368862 date "2020-09-03" @default.
• W2289368862 modified "2023-09-26" @default.
• W2289368862 title "A Comparison Between Collaborative Learning And Situated Learning Teams In Two Freshman Engineering Design Experiences" @default.
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• W2289368862 doi "https://doi.org/10.18260/1-2--14447" @default.
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