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With the realization that active and cooperative learning are effective pedagogical modes, and stimulated by ABET’s EC-2000, more and more engineering courses are being designed to give students hands-on experiences including working in a team. This trend towards team-based course work has also been influenced by industry where teams have become the prevalent mode of work. In fact, multidisciplinary teams have become an integral part of product development, process improvement, and manufacturing activities. Such management techniques as concurrent engineering, total quality management, and business process re-engineering are based on people effectively working together in teams. Hence, engineering educators, recognizing these trends, are designing more and more courses around teams and providing increased opportunities for students to work in teams. These experiences range from short, decision-making exercises to course-long project management or business simulations, and senior design capstone courses. Such programs as MIT’s undergraduate design course and their “New Products Program” make extensive use of teams composed of students, faculty and outside sponsors [1]. That model is currently being replicated across US engineering institutions. Now, almost every accredited engineering program has at least one project-driven course that provides students with the opportunity to experience, as part of a team, design from idea conception to some level of completion. If properly structured, such courses can teach students the skills necessary for being effective team members, including multidisciplinary teams.

Multi Source Feedback Processes And Student Learning Styles: Measuring The Influence On Learning Outcomes