Fila, N. D., & Rover, D. T., & Mina, M., & Jones, P. H. (2020, June), Cross-functional Team Course Design Project in Engineering  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34358

\bibitem{asee_peer_34358}
  Fila, N. D., \& Rover, D. T., \& Mina, M., \& Jones, P. H. (2020, June), \emph{Cross-functional Team Course Design Project in Engineering}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34358

Nicholas D. Fila, Diane T. Rover, Mani Mina, and Phillip H. Jones III.  "Cross-functional Team Course Design Project in Engineering".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34358 Internet.  28 Apr, 2024

\bibitem{asee_peer_34358}
  Nicholas D. Fila, Diane T. Rover, Mani Mina, and Phillip H. Jones III.
  "Cross-functional Team Course Design Project in Engineering".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34358 Internet.  28 Apr, 2024

@INPROCEEDINGS{asee_peer_34358
author = "Nicholas D. Fila, Diane T. Rover, Mani Mina, and Phillip H. Jones III"
title = "Cross-functional Team Course Design Project in Engineering"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34358}
number = {10.18260/1-2--34358}
}

TY  - CPAPER
AB  - This work-in-progress research paper explores the intersection of cross-functional teamwork and design thinking within the course design process through collaborative autoethnography. Collaborative autoethnography uses individual and dialogic reflections to provide a detailed and nuanced exploration of experiences within a culture (e.g., a course design team) and generate insights that might inform broader community of individuals who experience related cultures. In this study, we investigate how individual educators attempt to shape and are shaped by a unique team course design process in electrical and computer engineering. The participant-researchers in this study are three electrical and computer engineering faculty members and one engineering education researcher who have participated in a six-semester-long course redesign effort. The effort has emphasized building and utilizing a new cross-functional team approach, imbued with design thinking strategies, to support improved professional formation and student-centeredness within an embedded systems course for electrical and computer engineering students. In this study, data collection and analysis were integrated and iterative. This process engaged cycles of setting writing prompts, individual writing, group discussion and reflection, and setting new writing prompts. This process was repeated as participant-researchers and the team as a whole refined their insights, explored emergent topics, and connected their observations to external research and scholarship. The autoethnographic process is ongoing, but five themes have emerged that describe key features of the team course design process and experience: (1) uncertainty, (2) navigating the team, (3) navigating the self, (4) navigating the system, and (5) process. The paper features a collection of participant-researcher reflections related to these emergent themes.
AU  - Nicholas D. Fila
AU  - Diane T. Rover
AU  - Mani Mina
AU  - Phillip H. Jones III
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Cross-functional Team Course Design Project in Engineering
UR  - https://peer.asee.org/34358
DO  - 10.18260/1-2--34358
ER  -