Proceedings of Seventh International Symposium on Project Approaches in Engineering Education

We often approach teaming in course design with a very simple philosophy: If students are put on teams, they will learn teamwork skills and get the educational benefits of teaming. In reality, team dynamics are complex and course design influences which of the plausible benefits of teaming students actually obtain. In this workshop, we explore the design of teaming experiences from a pragmatic perspective. Participants experience first-hand some of the complexities of team dynamics in project-based learning; consider how instructor choices in course design enhance or diminish the effectiveness of teaming; learn about some of the relevant background research; and begin to situate their own curricular choices within a framework for scaffolding successful teaming experiences. Participants employ design thinking tools (student personas, interaction narratives) in order to explore what a team, and the individual students team members, might experience within a given teaming paradigm. We identify team pitfalls, share a broader set of insights about student engineering teams, and discuss specific approaches to scaffolding the development of teaming skills that responds specifically to the needs of particular students and particular institutions.

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