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Session 2330

Using your Brain to Build Teams that Work: A Study of the Freshman and Sophomore Engineering Clinics at Rowan University

Kathleen M. Pearle, Linda M. Head Rowan University

Abstract This paper discusses the results of the first semester of a longitudinal study of intentional teambuilding undertaken in the Freshman and Sophomore Engineering Clinics at Rowan University. Students took Johnston & Dainton’s Learning Combination Inventory 1 (LCI), a 28- item self-report instrument that quantitatively and qualitatively captures the degree to which an individual uses each of four learning patterns. Through these patterns the learner represents how he or she sees the world, takes in stimuli, integrates the stimuli and formulates a response to it. An individual can begin his or her learning with a particular pattern or patterns, use patterns as needed, or avoid them. Teams were then created in order to maximize individual and collective use of learning patterns. This paper will report 1. The results of the initial study conducted during the Fall 2001 semester. 2. An overview of the patterns that resulted from the administration of the LCI to all Freshmen and Sophomore Engineering students at Rowan 3. Examples of the patterns of the teams that were assigned (to show how it’s done) 4. Comments from students regarding their team experiences 5. An evaluation of the study to date.

Introduction Responding to the demands of industry for graduates skilled in teamwork, many engineering programs have introduced projects that require students to work in teams 2. Positive team experiences also contribute significantly to student academic success and to improved rates of retention3. Creating teams, however, does not always engender effective team behavior 4. Students who report negative team experiences typically cite lack of communication among – and lack of commitment by – some participants as factors critical to unproductive or failed work efforts5.

Nationwide there is increasing interest in the subject of forming teams on the basis of qualifications that are more closely associated with individual learning patterns than with specific technical qualifications alone 6. Of course, it is important to take into consideration the actual technical skills that a particular member brings to a project team but if the team members do not adequately function as an effective unit, the technical skills will be wasted. The act of forming effective teams, then, should be emphasized as an important technical skill.

“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education”

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Pearle, K., & Dainton, G., & Johnston, C., & Hutto, D., & Hollar, K., & Constans, E., & Kadlowec, J., & Orlins, J., & Jahan, K., & Harvey, R., & Pietrucha, B., & von Lockette, P., & Head, L., & Farrell, S., & Cleary, D. (2002, June), Using Your Brain To Build Teams That Work: A Study Of The Freshman And Sophomore Engineering Clinics At Rowan University Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10334