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1. Experience vs. Academic Rank: Leadership Growth over Multiple Semesters in Vertically Integrated Project (VIP) Courses

   https://doi.org/10.1109/FIE56618.2022.9962651  

   Sonnenberg-Klein, Julia; Coyle, Edward J. (October 2022, 2022 IEEE Frontiers in Education Conference (FIE))

   This innovative-practice work-in-progress paper explores student leadership development over multiple semesters in team-structured project-based courses. While student growth is expected in a single semester, the study asks if multiple semesters of participation lead to continued leadership growth, and if so, over how many semesters of participation growth continues. The study examined peer evaluation ratings in general leadership (coordination of teams’ work) and technical leadership (serving as a technical/content area leader) in a single semester of Georgia Tech’s Vertically Integrated Projects (VIP) Program, a multidisciplinary, multi-semester, team-structured, projectbased, and credit-bearing program in which student teams support faculty research. Analysis examined means and distributions on two peer evaluation questions (N = 1,073 and N = 1,047) by student academic rank and number of semesters of participation in the program. Findings indicate that within their teams, students’ leadership increased through the third semester, with students making their greatest leadership contributions in the third semester and beyond; and students of lower academic rank provided as much leadership (including technical leadership) as older students who had comparable experience on the team. Both the VIP model and the operationalization of leadership represent innovative practices, because the VIP model yields measurable gains in student leadership, and the measurement of student leadership is based on peer-evaluations instead of self-assessments. The educational model and research in this paper are aligned with the FIE values of encouraging mentorship and professional growth, appreciating multidisciplinary approaches, valuing new approaches, and generating new knowledge. The paper addresses limitations and next steps for the study. 

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2. Work in Progress: Qualitative Differences in Learning Processes and Skill Development Across Engineering Capstone Teams

   Clay, C; Daschil, J.; Alemán, M.; Linsey, J.; Nagel, R (July 2021, ASEE Annual Conference proceedings)

   This work in progress paper presents a study that follows four engineering capstone teams over the course of their two-year projects. Students on four different teams collected ethnographic and autoethnographic data in the form of field notes to explore how students learn across a variety of projects that vary in their scope, type, and team composition. This paper aims to explain the impacts that role rigidity and project management style have on the design process and discuss the factors that influence the types of learning occurring in capstone teams. Data suggest that project scope, role rigidity, and the level of ambiguity in the project impact the learning processes employed by different teams, and the skills that team members developed. 

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3. Supporting Teamwork in Blended and In-Person Delivery Modes in Large Class Size Through Cooperative Learning and Real-Time Collaboration Platforms

   https://doi.org/10.1177/14697874251367425  

   Magana, Alejandra J; Cristancho_Rodríguez, Jorge; Wei, Siqing; Yoon, Seohyun; Thomas, Paul (September 2025, Active Learning in Higher Education)

   Primary barriers to the adoption of team-based learning in higher education pertain to classroom management difficulties regarding the large class size, no access to physical infrastructure, and the lack of implementation of student-centered pedagogical approaches. To overcome these challenges, this study proposes the use of collaborative technological environments in conjunction with teamwork pedagogy. The study investigates this approach by comparing two implementations of a large-size undergraduate course: (a) thein-personmode when an active learning classroom was assigned to the course, and (b) theblendedmode when a portion of traditional face-to-face instruction was replaced with web-based online learning to facilitate teamwork interactions. The study used the Team Learning Model to characterize students’ beliefs about their collaborative and social processes as they worked in teams as part of a semester-long project. The results indicated that students exhibited positive attitudes toward teamwork regardless of the delivery mode, with only affective connectedness showing significant differences between the two semesters for the initial survey rounds. However, this difference was no longer present in the later survey rounds, suggesting that the blended learning environment was successful in addressing social interaction and had a similar effect on students’ team-based learning when teaching in-person. Implications relate to the demonstration of the design of a collaborative technological learning environment and the integration of team-based pedagogies to facilitate socialization processes in large class size settings. 

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4. Relationship Between Team-Building Activities and Capstone Team Performance and Student Experience

   https://doi.org/10.18260/1-2--46949  

   Godbole, Hrushikesh; DeBartolo, Elizabeth; Takai, Shun (June 2024, ASEE Conferences)

   Team building activities are popular interventions during early stages of team development. At RIT, in the multidisciplinary capstone course with an average cohort size of around 350, the students on a particular capstone project team may not be mutually acquainted and thus may benefit from such team building activities. Prior literature has studied the effectiveness of various instructor-directed team building activities on student teams. However, our students are generally eager to spend class time working on their projects and often see in-class activities as a distraction rather than an important part of their growth. Instead, the student teams are now allowed to choose an intervention based on team consensus. In this paper, the relationship between attributes of the chosen intervention and student performance, as measured using a series of AACU VALUE rubrics, was studied using statistical measures. The analysis revealed a statistically significant effect of type of team building activity on teamwork, oral communication, and design & problem solving scores of individual students on the team. Also, a statistically significant effect of location of team building activity (on or off campus) on design & problem solving score was observed. 

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5. Engaging Civil Engineering Students through a “Capstone-like” Experience in their Sophomore Year

   https://doi.org/10.18260/1-2--34539  

   Sarasua, Wayne; Kaye, Nigel; Ogle, Jennifer; Benaissa, Mehdi; Benson, Lisa; Putman, Bradley; Pfirman, Aubrie (June 2020, 2020 ASEE Virtual Annual Conference)

   null (Ed.)

   Many university engineering programs require their students to complete a senior capstone experience to equip them with the knowledge and skills they need to succeed after graduation. Such capstone experiences typically integrate knowledge and skills learned cumulatively in the degree program, often engaging students in projects outside of the classroom. As part of an initiative to completely transform the civil engineering undergraduate program at Clemson University, a capstone-like course sequence is being incorporated into the curriculum during the sophomore year. Funded by a grant from the National Science Foundation’s Revolutionizing Engineering Departments (RED) program, this departmental transformation (referred to as the Arch initiative) is aiming to develop a culture of adaptation and a curriculum support for inclusive excellence and innovation to address the complex challenges faced by our society. Just as springers serve as the foundation stones of an arch, the new courses are called “Springers” because they serve as the foundations of the transformed curriculum. The goal of the Springer course sequence is to expose students to the “big picture” of civil engineering while developing student skills in professionalism, communication, and teamwork through real-world projects and hands-on activities. The expectation is that the Springer course sequence will allow faculty to better engage students at the beginning of their studies and help them understand how future courses contribute to the overall learning outcomes of a degree in civil engineering. The Springer course sequence is team-taught by faculty from both civil engineering and communication, and exposes students to all of the civil engineering subdisciplines. Through a project-based learning approach, Springer courses mimic capstone in that students work on a practical application of civil engineering concepts throughout the semester in a way that challenges students to incorporate tools that they will build on and use during their junior and senior years. In the 2019 spring semester, a pilot of the first of the Springer courses (Springer 1; n=11) introduced students to three civil engineering subdisciplines: construction management, hydrology, and transportation. The remaining subdisciplines will be covered in a follow-on Springer 2 pilot.. The project for Springer 1 involved designing a small parking lot for a church located adjacent to campus. Following initial instruction in civil engineering topics related to the project, students worked in teams to develop conceptual project designs. A design charrette allowed students to interact with different stakeholders to assess their conceptual designs and incorporate stakeholder input into their final designs. The purpose of this paper is to describe all aspects of the Springer 1 course, including course content, teaching methods, faculty resources, and the design and results of a Student Assessment of Learning Gains (SALG) survey to assess students’ learning outcomes. An overview of the Springer 2 course is also provided. The feedback from the SALG indicated positive attitudes towards course activities and content, and that students found interaction with project stakeholders during the design charrette especially beneficial. Challenges for full scale implementation of the Springer course sequence as a requirement in the transformed curriculum are also discussed. 

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