Teaming in technical courses

Abstract

As a result of the University of Alabama participating in the Foundation Coalition, the 1994-1995 academic year saw a completely new curriculum being prototyped for a class of 36 volunteer students within the college. The curriculum in question provides an integrated 13-hour sequence of calculus, physics, chemistry and engineering design for the students. One of the central themes to this sequence is the concept of teams and teaming. Students work in teams of four students throughout this course sequence. These teams operate as a unit for all classes, mathematics recitations, physics and chemistry laboratories, and all engineering design projects. A number of strategies for how to proceed were identified. Concern was placed on ensuring that students gain both the ability to function effectively within a team environment and also demonstrate their own individual ability to perform the task in question. This paper examines the processes by which teaming is performed within the integrated freshman year of the Foundation Coalition. It looks at successes that have been realized and also point out techniques that should not be repeated. The authors summarize their opinions about the strengths and weaknesses of the process, as well as identifying the principal lessons learned for both future semesters of this curriculum and other individuals interested in incorporating teaming into their own courses. In addition, the authors comment on the similarities and differences between freshmen students and upper-level engineering students with respect to teams and teaming.