This work in progress describes a cohort study of a recent modification to a well-established capstone engineering design program to incorporate multidisciplinary student teams. As such, it presents a unique opportunity to evaluate student outcomes as it relates to working within multidisciplinary versus single-disciplinary teams for substantive engineering design projects. There has been much emphasis placed on the benefits of multidisplinary instruction and teaming with little evidence to support such claims, in part because opportunities to directly compare multidisciplinary versus single-disciplinary teaming experiences are relatively rare.
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