Assessing activity systems of design teams in a collaborative service learning environment

Abstract

This study focused on an assessment process and cross-disciplinary team learning framework potentially useful in the design of collaborative environments for project teams. This following research questions addressed were: 1) Did individual self assessment of skills, abilities and attitudes match with perceived team goals; 2) Did teams believe they acquired the resources and support required to transform from individual to group cognition; and 3) What impact did the sociocultural context have on teams' ability to accomplish the previous two components as well as achieve outcomes. Two cross-disciplinary engineering teams in a university service learning program were observed, interviewed, and surveyed while completing projects. A comparative, multi-case study design was employed to study an award-winning, cross-disciplinary team and a more typical team comprised of only engineers. Tensions and contradictions within and across team activity systems were identified and contrasted. The extent to which teams evolved from an emphasis on individual learning toward cross-disciplinary learning during projects was also assessed. Results are discussed in the context of a cross-disciplinary team learning framework that is currently being validated by the research team. © American Society for Engineering Education, 2007.