Longitudinal changes in teaming dimensions from self- and peer-feedback in early year design courses

The ability to work effectively in a team environment is critical to engineering practice, and a required accreditation element of engineering programs in Canada. Developing this ability often involves repeated cycles of team activity, peer feedback, and self-reflection. This work describes an exploratory study of longitudinal changes in student self- and peer-evaluated teaming dimensions on engineering teams as students progress through a sequence of design and professional practice courses. The data shows a positive trend in self- and peer-evaluated teaming, and most encouragingly a more significant improvement among students with initially low scores on their first teaming evaluation.