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dc.contributor.authorKim, Kahyun
dc.contributor.authorMcNair, Lisa D.
dc.contributor.authorCoupey, Eloise
dc.contributor.authorMartin, Tom
dc.contributor.authorDorsa, Edward
dc.contributor.authorKemnitzer, Ron
dc.date.accessioned2017-11-29T13:51:17Z
dc.date.available2017-11-29T13:51:17Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/10919/80533
dc.description.abstractInterdisciplinary teaming requires not only multiple levels of expertise but also social competencies gained through interactive contexts. In the classroom, a situativity approach that encourages student engagement can help students learn to value differing perspectives. To foster students’ interdisciplinary collaborative skills, an interdisciplinary capstone design class that brings students and faculty from electrical and computer engineering, industrial design, and marketing was developed and twelve fourth-year students participated (four from each discipline). The students were tasked with designing a next generation firefighter helmet that incorporates innovative computing technology. Various interventions such as learning modules and teaming exercises were implemented throughout the class to help students learn how to communicate across disciplines. Direct observation, interviews, questionnaires, and assessment of course assignments indicated both benefits and limitations of the class. Implications and future directions are also discussed.
dc.description.sponsorshipThis work was supported by the National Science Foundation, grant EEC-0648439.
dc.language.isoen_US
dc.publisherASEE
dc.relation.ispartof2010 ASEE Southeastern Section Conference
dc.subjectSituated learning
dc.subjectinterdisciplinary design teams
dc.subjectinterdisciplinary team processes
dc.titleSituativity Approaches for Improving Interdisciplinary Team Processes
dc.typeConference proceeding
dc.title.serialProceedings of the 2010 ASEE Southeast Section Conference
dc.identifier.volume18


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