TY - GEN
T1 - Comparing student and sponsor perceptions of interdisciplinary teams' capstone performance
AU - Krishnakumar, Sandeep
AU - Berdanier, Catherine
AU - McComb, Christopher
AU - Parkinson, Matthew
AU - Menold, Jessica
N1 - Publisher Copyright:
Copyright © 2020 ASME.
Copyright:
Copyright 2020 Elsevier B.V., All rights reserved.
PY - 2020
Y1 - 2020
N2 - The purpose of this work is to investigate the relationship between the disciplinary diversity of capstone design teams and perceptions of success and engineering design abilities. Capstone design programs are effective environments for students to collaborate with industry sponsors on authentic design problems. They provide students with the opportunity to hone their technical and professional skills, often in teams. Previous work has demonstrated that interdisciplinary teams outperform within-discipline teams on complex open-ended tasks, but struggle to communicate across disciplinary boundaries. They also report lower levels of team cohesion and satisfaction with final outcomes. The results of the mixedmethods study conducted with 58 capstone design teams for this paper indicate that team diversity may be inversely related to students' beliefs in their abilities to construct a prototype. Preliminary qualitative analysis suggests that students tend to divide prototyping tasks based on disciplinary background and struggle to integrate design efforts for complex systems, particularly during later stage design.
AB - The purpose of this work is to investigate the relationship between the disciplinary diversity of capstone design teams and perceptions of success and engineering design abilities. Capstone design programs are effective environments for students to collaborate with industry sponsors on authentic design problems. They provide students with the opportunity to hone their technical and professional skills, often in teams. Previous work has demonstrated that interdisciplinary teams outperform within-discipline teams on complex open-ended tasks, but struggle to communicate across disciplinary boundaries. They also report lower levels of team cohesion and satisfaction with final outcomes. The results of the mixedmethods study conducted with 58 capstone design teams for this paper indicate that team diversity may be inversely related to students' beliefs in their abilities to construct a prototype. Preliminary qualitative analysis suggests that students tend to divide prototyping tasks based on disciplinary background and struggle to integrate design efforts for complex systems, particularly during later stage design.
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U2 - 10.1115/DETC2020-22099
DO - 10.1115/DETC2020-22099
M3 - Conference contribution
AN - SCOPUS:85096181485
T3 - Proceedings of the ASME Design Engineering Technical Conference
BT - 17th International Conference on Design Education (DEC)
PB - American Society of Mechanical Engineers (ASME)
T2 - ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference, IDETC-CIE 2020
Y2 - 17 August 2020 through 19 August 2020
ER -