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Manufacturing engineers work in teams with a wide range of skills and credentials. Teamwork and collaborative problem solving (CPS) skills enable higher productivity and efficiency. However, these skills are largely absent from engineering education curricula and research in contexts involving multi-educational teams inclusive of technical college engineering students. We address this gap in research and practice through a qualitative case study exploring the contributions, experiences, and perspectives of technical college students working in multi-educational level teams to solve real-world engineering manufacturing problems. Data analyses resulted in six themes: (1) positive team culture, (2) valuing industry skills, (3) sharing responsibilities to iteratively make changes, (4) applying technical roles, (5) peer interactions, and (6) career preparation. Technical college students’ perceptions of challenges and successes are also discussed. Results imply that to effectively promote CPS and teamwork in similar contexts educators and industry leaders should consider the importance of (1) valuing students’/workers’ current professional identities while promoting productive conflict, (2) respecting differing team roles while encouraging skill development, and (3) fostering future career skills. 

This study explored seven engineering graduate students’ collaborative problem-solving (CPS) skills while working in interdisciplinary teams. Students worked in two different teams, in face-to-face and online environments, to solve complex manufacturing design challenges posed by their instructor. The students were assessed using an observational rubric with four dimensions: peer interactions, positive communication, tools and methods and iteration and adaption, and scored via each dimension’s associated attributes, and subsequently interviewed. Six students scored emergent or proficient in CPS and had slightly higher CPS scores during the second observation. One student demonstrated a limited ability for CPS and the observable CPS skills decreased during the project. Interviews revealed the importance of (1) relying on instructor and student chosen technologies for collaborative tasks, (2) recognising and drawing on peer expertise early in the project, (3) building trust during and outside of team meetings and (4) valuing off-site and online collaborative work. Findings advance the understanding of how graduate students working in interdisciplinary teams rely on particular features of collaboration to solve engineering design challenges, which may assist in developing future skills and fostering productive teamwork.