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|  | |  |\n|  |  |  |  |  |  |\n\nFALL 2017  \nSurvey Tools for Faculty to Quickly Assess Multidisciplinary Team Dynamics in Capstone Courses  \nRYAN SOLNOSKY The Pennsylvania State University University Park, PA  \nAND  \nJOSHUA FAIRCHILD Creighton University Omaha, NE  \nABSTRACT  \nMany engineering faculty have limited skills and/or assessment tools to evaluate team dynamics in multidisciplinary team-based capstone courses. Rapidly deployable tools are needed here to provide proactive feedback to teams to facilitate deeper learning. Two surveys were developed based on industrial and organizational psychology theories around desired high performance industry characteristics. A case study experiment was conducted in an architectural engineering capstone. Here, these surveys were deployed in conjunction with traditional qualitative verbal feedback and technical assessments.  \nResults presented here suggest that capstone teams exhibit high-functioning attributes of effective teams based on the course formulation. Team dynamics evolved as the course progressed naturally and with the help of faculty based on the survey results. Discussions in this paper detail survey development, implementation, and sampled trends to represent how to use and interpret the survey output. Furthermore, best practices for implementing these ideas in other courses is touched on. Evidence is presented to support the surveys as a tool and to show correlations between the results and other technical assignments.  \nKey words: Team dynamics, cross-disciplinary Teams, multi-source Feedback  \nINTRODUCTION  \nMany engineering students do not know how to approach large complex systems due to their exposure to idealistic examples (ASCE 2004) . Additionally they not capable of providing critical  \nADVANCES IN ENGINEERING EDUCATION  \nSurvey Tools for Faculty to Quickly Assess Multidisciplinary Team Dynamics in Capstone Courses  \nmulti-disciplinary integration of their designs due to the isolated nature of topics in the classroom (Andersen et al. 2007; ASCE 2008) . For students to become more multidisciplinary in nature, students need to learn how real project teams interact and how they coordinate designs while maintaining technical execution. This combination of skills remains an area of study within engineering education that still is in need of further development and refinement for different majors (McNair et al. 2011) . In looking at Tomek’s (2011) work, it was paramount to distill in the students the understanding of roles, responsibilities, and the integration of the various disciplines. Yet, academically this remains increasingly difficult to develop within confined curricula. Furthermore, it has been shown that industry enhancement through the use of problem-based learning (PBL) fosters a modern environment that prepares students for the realities of their chosen careers in the Architecture, Engineering, and Construction (AEC) field (Solnosky et al. 2013) .  \nMulti-disciplinary teams provide an excellent way to promote integration that allows for more complex projects to be undertaken (Adams 2003; Salas et al. 2008) . Capstone courses further provide a comprehensive evaluation of students’ prior knowledge that is applied to real projects through individual and/or team based structures (Davis 2002; Jenkins et al. 2002) . These systems provide excellent mechanisms for developing new leaders amongst students once they graduate when structured properly (Rassati et al. 2010; Solnosky et al. 2014) .  \nWith regard to team situations in the classroom, most degree programs (teaching building engineering) are working to adopt more opportunities to develop team assignments, projects, and opportunities. These opportunities are often less than ideally constructed due to relatively few faculty members being trained, or they have no similar industry experience necessary to guide st","cbCaiaJE0eOWYL4k","https://ap.wps.com/l/cbCaiaJE0eOWYL4k","pdf",2561187,32,"English","# Abstract\n# Introduction\n# Advances in Engineering Education\n## Survey tool development and theory basis\n## Capstone implementation and study design\n## Results and implications for best practices","[{\"question\":\"What problem does the paper address in engineering capstone courses?\",\"answer\":\"It addresses the limited ability of engineering faculty to assess multidisciplinary team dynamics using practical assessment tools, and the need for rapid instruments that can generate proactive feedback for teams.\"},{\"question\":\"How were the two surveys developed?\",\"answer\":\"The surveys were developed using industrial and organizational psychology theories focused on desired characteristics of high-performing industry teams.\"},{\"question\":\"How were the surveys used in the case study?\",\"answer\":\"In an architectural engineering capstone, the surveys were deployed alongside traditional qualitative verbal feedback and technical assessments to track how team dynamics evolved across the course.\"}]","Survey Tools for Faculty to Quickly Assess Multidisciplinary Team Dynamics in Capstone Courses - Fall 2017 | PDF",1792065807,81]