Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Alan Kalish, Ohio State University; David Tomasko, Ohio State University; Jerry Masty, Ohio State University; Steve Acker, Ohio State University; Sally Rudmann, Ohio State University; Jennifer Forbush, Ohio State University

Desire2Learn in that electronicresources can easily be transferred into the portfolio as artifacts of teaching.“Shares” or “views” of the portfolio can be individually tailored for different purposes such asexternal or internal evaluation of teaching, sharing teaching innovations with colleagues, ordocumenting historical development of a course. The portfolio provides a more substantialdocumentation of teaching than can be obtained in a small number of direct classroomobservations.Based largely on Hutchings, The Course Portfolio,7 we have created a template using the OpenSource Portfolio (OSP) 1.5 that documents not only the mechanics and logistics of an individualcourse but also reflections on teaching methods and philosophy. Our template is a web

Conference Session

Engineering Management Division (EMD) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Renee Rottner, University of California, Santa Barbara

Tagged Divisions

Engineering Management Division (EMD)

. In this two-round negotiation exercise, students assume theroles of job candidates, negotiating terms with an AI-bot recruiter. The AI then providesstudents immediate, objective feedback after the first round. Students reflect on theirperformance, and identify improvements and strategies before the second round.A distinctive feature of AdVentures is the ability to treat each negotiation round as a “fresh start.”Unlike human negotiators who often carry past memories and experiences into subsequentnegotiations, the AI resets for each round. This unique feature enables students to leverageinsights and learnings from Round 1 to their negotiations in Round 2, enhancing students' abilityto adapt and apply their negotiation skills effectively.This

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jill K. Nelson, George Mason University; Jessica Rosenberg, George Mason University

Tagged Topics

NSF Grantees Poster Session

to rebuild community after. Specifically, we have focused significanteffort on (1) implementing new professional development opportunities for GTAs in the targetedcourses and (2) holding reflection/re-planning activities for CCTs.Pre-Semester GTA WorkshopIn August 2022, we implemented a two-day pre-semester workshop for new GTAs in theparticipating departments. Introduction of this workshop was motivated by the significant roleGTAs play in implementing teaching change in the large courses targeted by the project (e.g.,leading recitations and labs) and the need for GTAs to have structured professional developmentbefore the semester begins. In the early years of the project, GTAs met semi-regularly withintheir departments during the semester

Conference Session

Creating a Supportive and Nurturing Academic Culture

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhvi Jayalakshmi Venkatesh, Harvard Medical School; Prakriti Dance; Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Eleanor Berke, Boston Public Schools; Jimena Bermejo; David Freeman, Franklin W. Olin College of Engineering; Abigail M. Fry; Alex L. Hindelang

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creat- ing curricular and pedagogical structures as well as academic cultures that facilitate students’ interests, motivation, and desire to persist in engineering. Through this work, outreach, and involvement in the com- munity, Dr. Zastavker continues to focus on the issues of women and minorities in science/engineering.Eleanor Berke, Boston Public Schools Berke is interested in the ways that role play may cause the body to shift the mind building, empathy and perspective. She has used acting as a tool to cultivate empathy for the immigrant experience, to improve

Conference Session

Social Justice, Social Responsibility, and Critical Pedagogies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashley R. Taylor, Virginia Tech ; Cynthia Hampton, Virginia Tech; Walter C. Lee, Virginia Tech; Bevlee A. Watford, Virginia Tech; Ben David Lutz, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

life. The goals of product archaeology provide a strong foundation on which to developa classroom and project in which students can think critically both within and about engineering.MethodsWe used qualitative methods to explore how first year students’ perceptions of engineeringchanged during the course of a summer bridge program. When we desire to intimatelyunderstand a complex issue, such as changes in students’ perceptions of engineering, qualitativeapproaches serve as a particularly useful research strategy (Creswell, 2009). In order to betterunderstand the ways in which critical pedagogies can influence students’ perceptions of what itmeans to be an engineer, participants reflected on what it meant to be an engineer and how

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leema Kuhn Berland, University of Texas, Austin; William F. McKenna, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin

Tagged Divisions

Design in Engineering Education

’ perceptions of these notebooks.Types of engineering notebooksA brief review of the literature reveals that engineering notebooks can take many formsand be used for many purposes. For example, Tillema and Smith (2000)24 identified threedistinct types: 1. A dossier is a notebook or portfolio that is completed at the end of a project or course to “collect mandated documentation on performance. In this case, the portfolio construction is not necessarily based on a learning orientation” (p. 194)24. 2. A learning portfolio is a living document used to evaluate learning over the course of the project or semester. 3. A reflective portfolio is also a living document, in which the author records his or her

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathleen Harper, Case Western Reserve University; Richard Freuler, The Ohio State University

approach in a third-year aerospaceengineering course where students were presented with a group design task that was set up to beunsolvable (without the students knowing this). When progress stagnated, the students were ledthrough a series of reflective exercises culminating in individual failure reports. The approachdescribed in the current paper differs from those in previous publications in that 1) it wasassigned to first-year students, 2) it was infused into an ongoing design-and-build project, 3)students reflected on their own recent failures, and 4) students were expected to ultimately besuccessful in achieving the design goals of the project.In the first iteration of the exercise, any team that received fifty percent or less on a

Conference Session

S5C: Workshop XI

Collection

14th Annual First-Year Engineering Experience (FYEE) Conference

Authors

Courtney June Faber, University at Buffalo; Lorna Treffert, University at Buffalo

Tagged Topics

Workshops

groups. Thisworkshop is applicable to any researcher or faculty member looking to reflect on and improve theculture of their team, classroom, department, or other chosen scenario.Outcomes for Participants: 1) Development of a culture map for a self-selected social situation or group through guided reflection and use of approaches from systems thinking and ethnography. 2) Identification of the strengths, weaknesses, and risks for the self-selected social situation or group. 3) Identification of ways to capitalize on strengths and mitigate weaknesses/risks 4) List of 3 takeaways from the workshop and how they hope to implement/use these takeaways.Timeline:Minute 0 to 5 – Welcome and IntroductionsMinute 5 to 20

Conference Session

Computers in Education Division Technical Session 11

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Oregon State University

Tagged Divisions

Computers in Education

particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU. American c Society for Engineering Education, 2020 Work-in-Progress: An Online Journal Tool with Feedback for a Learning Assistant Program in EngineeringOverviewThis work-in-progress paper presents the development and pilot implementation of a computer-based reflection tool used in a Learning Assistant (LA) Program in

Conference Session

Mechanical Engineering Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Nihad Dukhan, University of Detroit, Mercy; Mark Schumack, University of Detroit, Mercy

Tagged Divisions

Mechanical Engineering

probe the ability of students to a)explain the societal context of engineering, b) explain the importance of pro-active communityservice, and demonstrate an inclination to continue such service in the future, c) exhibit anappreciation of communication with non-engineers and finally, d) challenge some of thestudents’ stereotypes regarding others. The service-learning project was executed incollaboration with a local not-for-profit organization. Reflections were conducted by thestudents by answering a set of carefully-phrased questions after conducting the project. Analysisof students’ responses as well as the implications of the trends obtained, are explained in thispaper. The recorded benefits of service learning are described and can be

Conference Session

Teaching Innovation in Architectural Engineering II

Collection

2007 Annual Conference & Exposition

Authors

David Cowan, Indiana University-Purdue University-Indianapolis; Derek Ogle, Indiana University-Purdue University-Indianapolis; Megan Svarczkopf, Indiana University-Purdue University-Indianapolis

Tagged Divisions

Architectural

, 2007Seeking New Praxis and Pedagogy: Using Ethnographic Research Methods to Teach Architectural Technology within an International Service ContextAbstract Ethnographers rely heavily upon methodologies that require observation and participationin the social actions they attempt to document (Hume and Mulcock 1). Extending thesemethodologies to architectural technology education requires consideration of their tools of thetrade: reflection, videography and journalistic field notes (to name a few) (DeWalt and DeWalt2 ). In the particular instance described within this paper, these methods were applied to aninternational architectural technology course (an undergraduate directed study) that involved theevaluation of post earthquake housing

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bob Schaffer, Mission College

Tagged Divisions

New Engineering Educators Division (NEE)

on Formative Assessments in anIntroduction Programming CourseAbstractFor some faculty, it is an ongoing challenge to design assignments and course policies thatmotivate students to focus on the learning that can come from overcoming challenges. For manystudents, when the stakes are too high or their time is too strained, productive activities arebypassed for strategies that more quickly get to an answer without necessarily exercising criticalthinking skills. A variety of approaches have been taken to encourage students to productivelystruggle on formative assessments and then reflect on their results to further enhance learning [1],[2], [3]. These strategies often come with a tradeoff.The purpose of this work is to share additional

Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marissa A Tsugawa, Utah State University; Theo Sorg, Purdue University; Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University; Nadia N. Kellam, Arizona State University; Alice L. Pawley, Purdue University; Taylor V. Williams, Harding University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

collaborative inquiry methodology to explore researchpractices that do not have strong consensus within EER, such as reflection [25], positionality[26], qualitative research quality [27], and more [28], [29]. Following this methodology, ourvirtual group met regularly and we reflected individually on prompts related to our inquiry inbetween meetings. Our reflections and discussion meetings fostered group meaning andsense-making of our experiences as neurodivergent engineering education researchers.Collaborative inquiry also allowed us to recognize our agency, strengths, and challenges asneurodivergent engineering education researchers.Data CollectionFor this project, we met semi-regularly since ASEE 2022 and initially discussed differenttheoretical

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Samantha Kennedy, University of Minnesota - Twin Cities

year students arrive at our schools with vastly different levels of exposure to – and fluencyin – the core concepts of diversity, equity, and inclusion education. When the CurriculumCommittee for our First Year Experience course began developing a lesson to ground our STEMstudents in these concepts, we faced a big question. How can we meet each member of a diversestudent body where they are while also fostering their growth?As a predominantly white institution, we wanted to challenge our students to reflect on their ownidentities and how that ties them to other students in the college. We designed a lesson thatfocused on individuals’ social identities and how those identities affect their comfort levels indifferent scenarios, then used guided

Conference Session

Ethics Integration in Engineering Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Irini Spyridakis, University of Washington

Tagged Divisions

Engineering Ethics

withunsustainable packaging, conduct and report on research that examines sustainability and ethicalproblems related to the selected packaging, and redesign the packaging, solving the identifiedproblems. They also participate in groups to peer review other students’ reports. This module isimplemented in a junior level communication, design, and engineering core course in theDepartment of Human Centered Design & Engineering in the College of Engineering at theUniversity of Washington. Outcomes were qualitatively assessed by examining samples ofstudents’ reports versus requirements and students’ reflections on the module and reportassignment. Outcomes have been positive and reveal that students gain an understanding ofsustainable and ethical design

Conference Session

Ethical and Global Concerns

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert S. Emmett, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University; Natasha B. Watts, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #30323Teaching Ethical Photography to deepen Global Engineering CompetencyDr. Robert S Emmett, Virginia Tech Dr. Emmett serves as Assistant Director for Global Engagement in the College of Engineering at Virginia Tech. He is the author of Cultivating Environmental Justice: A Literary History of US Garden Writing (University of Massachusetts Press, 2016) and with David E. Nye, Environmental Humanities: A Critical Introduction (MIT Press, 2017). With Gregg Mitman and Marco Armiero, he edited the collection of critical reflections and works of art, Future Remains: A Cabinet of Curiosities for the Anthropocene (Uni

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Breigh Nonte Roszelle, University of Denver; Ronald R. DeLyser, University of Denver; Goncalo Martins, University of Denver; Christina Paguyo, University of Denver

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

experience included surveying thestudents about their feelings on diversity and engineering both before and after the activity, anin-class activity focused on design and diversity of teams, and a reflection and discussion periodabout the students’ experiences. A discussion of the successes and opportunities forimprovement within the activities is included, along with changes planned for the second trialduring the current academic year.MethodsFor the pilot run of the activities, the professors each developed an in-class project that tookplace during one class period. Each activity contained a technical aspect, a design aspect, and areflection period. Both projects chose a product to design that had an aspect which wasinfluenced by the background of

Conference Session

Creating a Positive Environment for Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Phillips, University of Waterloo; Kayleanna Giesinger, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Scott Walbridge P.E.; Chris Carroll, Saint Louis University

Tagged Divisions

Civil Engineering

, groupwork, reflective learning, and learning from failure. All of these pedagogical approaches promotea deeper level of learning for students and enhance knowledge retention inupper years. The event was not graded to allow students to experiment and learn in a stress-free environment. This provided a positive atmosphere where design creativity wasencouraged without fear of failure. The effectiveness of the CivE Days initiative was evaluatedthrough the final bridge project testing results, final bridge project report marks, and surveyssubmitted at the end of the CivE Days event. The bridge project grades and testing results forstudents who participated in CivE Days was compared to the bridge project grades and testingresults for a control class who

Conference Session

Innovating Ethics Curriculum and Instruction

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rob Sleezer, Minnesota State University, Mankato; Rebecca A. Bates, Minnesota State University, Mankato

Tagged Divisions

Engineering Ethics

technical learning [1][2], however in most cases where fiction is used, it supports professional learning in areas likeethics. In this paper, the authors go beyond the presentation of a case study where literature wasused to frame and guide discussions around ethics in an engineering course by coding studentartifacts for values. Specifically, the student engineers participating in a seminar course wererequired to read and reflect in writing on Prey by Michael Crichton [3]. To set the stage for thiscase, some of the moral philosophy arguments around the use of fiction are discussedculminating in the conclusion that fiction is an appropriate tool in the teaching of ethics. Then,we will examine how literature has been broadly used in technical courses

Conference Session

ERM Potpourri

Collection

2004 Annual Conference

Authors

David Mukai

targeted course, Mechanics of Materials, for his firsttime at the University of Wyoming without the materials being implemented from theUniversity of Washington. Because of staffing issues, the PI did not teach the targetedcourse again until Spring 2003. The adapted materials were used in this class andevaluated by exit surveys and reflective notes. The students’ preferred learning styleswere determined by surveys.The Spring 2003 class that used the new materials was comprised of 35 students.Administration of the course is at the college level and instructors for the course comefrom various departments and are rotated. Due to circumstances beyond the control ofthe PI, twelve of the students in the class were repeating the class. Course grades were

Conference Session

Tricks of the Trade for Teaching I

Collection

2006 Annual Conference & Exposition

Authors

Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Jennifer Turns, University of Washington; Charity Tsuruda, University of Washington

Tagged Divisions

New Engineering Educators

coursedesigns, and promoting reflective practice. Because the process of creating a personal teachingportfolio can be challenging, many institutions provide guidance to graduate students and facultywho are developing teaching portfolios.IntroductionThe use of teaching portfolios in academia has increased in popularity in recent years. Ascolleges and universities continue to improve their commitment to teaching, the need forstrategies to document teaching as a scholarly activity parallel to other scholarly activities suchas research and service have in turn become increasingly important. Highly influential authorssuch as Selden1 have proposed that faculty develop teaching portfolios as one way to achieve thegoal of documenting teaching as a scholarly

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University ; Paul J. Thomas, Purdue University; Owura Kuffuor, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

) rubricsproposed by The Association of American Colleges and Universities (AAC&U) were used tointegrate the intercultural component into the course. We describe the pedagogical design of thecourse, training sessions, role of teaching assistants, online modules, and reflection activities thathelped students to become cognizant of intercultural competence. The guiding research questionsfor our study are: i) How do first-year cyber security students self-identify in terms ofintercultural competence? ii) What is the nature and strength of the relationships betweendifferent dimensions of intercultural competence as measured by the ASKS2 Scale among first-year cybersecurity students? iii) What are the perceptions of students regarding the

Conference Session

Teaching Design

Collection

2006 Annual Conference & Exposition

Authors

Carolyn Conner Seepersad; Matthew Green, LeTourneau University; Kathy Schmidt, University of Texas-Austin

Tagged Divisions

Design in Engineering Education

. Her research is focused on collaborative design of products and materials, multiscale design, topology design, and robust design. Some of her design projects include cellular or honeycomb heat sinks for microprocessor applications, actively cooled components for gas turbine engines, robust mesostructure design for rapid manufacturing, deployable structures, and resilient structural panels that absorb impact. She teaches a course in mechanical engineering design methodology for undergraduates, in which she has implemented a new 'learning journal' initiative to encourage reflective learning. For graduates, she has created a new course on design of complex engineering systems.Kathy

Conference Session

Architectural Engineering Education II

Collection

2005 Annual Conference

Authors

Suining Ding

. Furthermore, historical reflection will be addressed through theintegration enhancing student knowledge of Roman architecture.This paper presents the results of assessment for this integrated approach of teaching 3-DAutoCAD and makes recommendations to the university community for future 3-D AutoCADteaching. Many issues related to integration of computer technology and architecture historywere discovered which will provide valuable information for future course format and contentnot only for AutoCAD courses, but also for architecture history courses as well as architectureand interior design studio courses.I. IntroductionTraditional 3-D AutoCAD Course Format and ContentIn traditional 3-D AutoCAD course, instructors only demonstrate new commands to

Conference Session

Diffusion and Adoption of Teaching Practices

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lisa K Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach

Tagged Divisions

Educational Research and Methods

requires by trial and error with some support from professional developmentprograms1.Professional development programs are typically low in attendance when employed andfaculty that do not attend indicate that the programs have low relevance to their own Page 26.1701.2teaching1,3. Felder et al. also indicate that many instructors are unaware of alternatives totraditional lecturing, as this is the way they were taught; they explain low studentperformance and low student evaluations as a reflection of the student, and not of theirteaching. A large component of this incorporation of alternatives is a perceived lack ofdiscipline-specific examples, making it

Conference Session

International Division Technical Session 4 - Global South Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rodrigo Martinez-Duarte; Magda Guerra-Ayala; Jaime Molina-Verdugo, ITESO University

Processes and their Applications; the course at ITESO, of 22 students total with 14 industrial engineering and therest business administration majors, was Manufacturing Services and Strategies. The course was required for graduation for all engineering majors and optional for business majors. The project was split into 5 major team deliverables, mapping a COIL framework as follows: in week 1, emphasizing team building and the development of trust; in weeks 2, 3 and 5, comparative discussion, team organization; and in week 9, collaborative project work. Different speakers from industry facilitated discussion on international teamwork and supply chain. There were individual reflections in week 1 and 9, before and after the project

Conference Session

We Love our MOMs (Mechanics of Materials)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adrian Rodriguez, University of Texas at Austin

-12 schools and exposes them to science, technology, engineering, andmath (STEM) activities. Students designed a demonstration activity and presentation, metregularly with the instructor to receive guidance on the activity design, and completed preflectionand reflection assignments while preparing the activity and after the event. The secondimplementation (Cohort 2) of the project involved a partnership with the City of Arlington Parksand Recreation department to assess the city’s 96 public parks that serve its residents. Studentsorganized meetings with the community partner, designed an asset tool rubric, performed parksite visits, and completed preflection and reflection assignments to log their observations.The objectives in both cohorts

Collection

2021 ASEE Midwest Section Conference

Authors

Virginia R. Charter

Midwest Section Conferencein student learning and teaching styles. There needs to be an understanding of the variouslearning styles in order to apply the appropriate teaching style. The Felder and Silverman modelof learning styles and Kolb’s learning styles will be presented below. The Felder and Silverman model learning styles include active or reflective, sensing orintuitive, visual or verbal, and sequential or global. All learners fall into one of the two styles ineach category. For instance, a student could be an active, sensing, visual, sequential learner.The Index of Learning Styles (ILS) provides a scale for each one of these 4 categories, wheredepending upon the students’ responses, the ILS will indicate how much a student may be

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patrick Rowsome, University of Limerick; Diarmaid Lane, University of Limerick; Seamus Gordon, University of Limerick

Tagged Divisions

K-12 & Pre-College Engineering

thinking2. One aspect of self-regulated learning is metacognitive awareness. Metacognitive awareness is defined byTarricone as awareness of the learning process, reflection on learning and memory,identification of strategies for problem solving, and monitoring and control of learningprocesses3. The importance of fostering and developing student’s ability not just to reflect ontheir thinking but to become aware of and critically examine the evidence of their thinkingthat they are producing is an important aspect of metacognitive development. This raises thequestion how do engineering educators observe that students are capturing evidence ofmetacognitive awareness during the design process?This paper explores the implications of a codifying system

Conference Session

Understanding and Measuring the Impact of Multidisciplinarity

Collection

2010 Annual Conference & Exposition

Authors

Scott Schaffer, Purdue University; Daniel Gandara, Illinois Institute of Technology; Xiaojun Chen, Purdue University; Margaret Huyck, Illinois Institute of Technology; Jill May, Illinois Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

the basis identifyingmeasurement of these objectives across the four partner institutions. Section II represents apartial replication of research validating the CDTL framework. The emphasis in this study is onidentifying and measuring broad competencies as a function of doing cross-disciplinary teamwork. Thus, "cross-disciplinary" is defined in terms of team composition as in teams comprisedof multiple disciplines. The logic is then that measurement of such teams is a reflection of theteam's cross-disciplinarity.I. Development of cross-disciplinary team learning objectives and related self-efficacymeasuresMultiple theoretical perspectives are required to better understand how cross-disciplinary teamslearn and what interventions will support