Fostering development of teamwork skills in an introductory engineering course

Abstract

Teamwork is cited by educators, employers and professionals as a critical skill for engineering students. Despite increasing usage of teams in engineering courses, rarely is time devoted to formal instruction and assessment of teamwork. Research has shown that to foster development of teamwork skills, activities should be carefully structured with ample opportunities for practice, constructive feedback, monitoring and reflection. This paper describes course activities designed for instruction and assessment of teamwork skills implemented in a first-semester introductory engineering course: a teamwork lecture, team building activities, projects, and informal in-class collaborative activities. To assess student performance, CATME self- and peer-evaluation scores were analyzed. A survey was also provided to students to give insight into perceptions of course activities and learning outcomes. Student performance scores suggest high participation and engagement. Survey results showed student impressions of team activities were positive. 94% felt their teamwork skills had improved as a result of course activities. Open-ended survey questions provided more details into which activities students found most effective and team practices that students felt helped or hindered their success. Results will enhance our understanding of first-year engineering students' perceptions of teamwork and provide guidance in structuring course activities that help students develop teamwork skills.