Student team functioning and the effect on mathematical problem solving in a first-year engineering course

ABET requires that engineering graduates be able to work on multi-disciplinary teams and apply mathematics and science when solving engineering problems. One manner of integrating teamwork and engineering contexts in a first-year foundation engineering course is through the use of model-eliciting activities (MEAs)---realistic, client-driven problems based on the theoretical framework of models and modeling. This mixed methods study looks into how team functioning is related to performance on MEAs. This study analyzes student team functioning while engaged in model-eliciting activities through two self-reflections of team functioning using Likert-item scales and through researcher and teaching assistant observation tools. Both the self-reflections and the observations measure team effectiveness using the following qualities: interdependency (cooperation among team members to accomplish a task), goal-setting (team sets outcome goals and sub-goals to accomplish tasks), and potency (shared belief among team members that they can accomplish their goals). The performance of the student teams is rated using a rubric which assesses the quality of the solution in terms of whether teams fully met the client\u27s needs. Quality is scored on a five point scale where five corresponds to Shareable and Reusable: The solution not only works for the immediate situation, but it also would be easy for others to modify and use it in similar situations and one corresponds to Requires Redirection: The product is on the wrong track. Working longer or harder won\u27t work. The relationships of the measures of team functioning and performance are analyzed using statistical measures such as frequencies, correlation, ordinal regression, and hypothesis testing. The results presented here provide a useful look at how students perform on MEAs, the ability of student teams to assess their team effectiveness, and how student team functioning is related to performance on MEAs. Based on these findings, implications for educators and future research are suggested