Developing Teamwork Skills Across the Mechanical Engineering Curriculum

Mary M McCall; Nassif E Rayess

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Conference: 2024 ASEE North Central Section Conference
Location: Kalamazoo, Michigan
Publication Date: March 22, 2024
Start Date: March 22, 2024
End Date: March 23, 2024
Page Count: 16
DOI: 10.18260/1-2--45610
Permanent URL: https://peer.asee.org/45610
Download Count: 143

Paper Authors

biography

Mary M McCall M.A. University of Detroit Mercy

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I taught Technical Writing and Business Communication at the university and community college level for more than 30 years before retiring in May 2023. My current focus at Detroit Mercy continues to be the Embedded Technical Writing Program for Mechanical Engineering, now in its seventh year.

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biography

Nassif E Rayess University of Detroit Mercy

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Nassif Rayess is Professor and Chair of Mechanical Engineering at University of Detroit Mercy. He was part of the efforts to introduce entrepreneurially minded learning to the University as part of the KEEN Network and Engineering Unleashed. He is also

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Abstract

Developing Teamwork Skills Across the Mechanical Engineering Curriculum Assumptions Not all employees, especially those in the technical professions, enjoy working in groups. Some prefer to work alone, sharing their ideas and results in a low-key way. They sometimes have trouble seeing their work as part of a larger picture. However, employers assume a certain skill level from entry-level employees, including communication skills like being able to work effectively in teams. Exacerbating the issue, few companies offer sustained teamwork training but do conduct much of their work using employee teams. It is incumbent on schools to produce future employees ready to be productive members of work teams. Current Practice Experience suggests that Technical Writing instructors cover Teamwork as a separate skill, taught in a class session or two and sometimes supported by a group project. Experience also suggests that few Engineering instructors devote significant time to discussion of teamwork. Technical Writing textbooks present teamwork in a descriptive way with some attention to practice. Another Approach Since U.S. business, industry, academia – indeed, every aspect of society – revolves around using teams, a more robust approach is needed to help students learn and nurture teamwork skills. In the Embedded Technical Writing coursework for Mechanical Engineering students at X school, teamwork is discussed and practiced from day one through graduation. In a series of five technical writing classes from first through third year, students learn about the value teams can bring to problem solving, project management and relationship development. Hands-on practice and reflections help them internalize a teamwork approach to work. The teamwork approach is used in other M.E. courses as well, such as the laboratory courses and the senior design courses sequence. These courses extend into the later years of the student’s course of study and serve to reinforce the messaging and skills developed in the Embedded Technical Writing coursework. Results A sustained approach to teaching teamwork supports learning of this key concept to success in several ways by: 1. Emphasizing the importance of teamwork skills for current and future success. 2. Helping students develop communication skills around explaining ideas, setting goals, confronting colleagues, solving problems, and communicating with management. 3. Setting realistic expectations of their own and others’ performance and experience giving and receiving productive feedback. 4. Engendering confidence in students that they have the necessary tools to succeed in team projects at school and in the workplace. Contents of the Paper The paper will follow the format of this abstract but will build out examples of how teamwork is presented, including skill building, practice and reflection. This portion of the paper is designed to give engineering instructors ideas that can be imported into their own classes.

Citation
Format

McCall, M. M., & Rayess, N. E. (2024, March), Developing Teamwork Skills Across the Mechanical Engineering Curriculum Paper presented at 2024 ASEE North Central Section Conference, Kalamazoo, Michigan. 10.18260/1-2--45610

TY - CPAPER
AB - Developing Teamwork Skills Across the Mechanical Engineering Curriculum
Assumptions
Not all employees, especially those in the technical professions, enjoy working in groups. Some prefer to work alone, sharing their ideas and results in a low-key way. They sometimes have trouble seeing their work as part of a larger picture.
However, employers assume a certain skill level from entry-level employees, including communication skills like being able to work effectively in teams. Exacerbating the issue, few companies offer sustained teamwork training but do conduct much of their work using employee teams.
It is incumbent on schools to produce future employees ready to be productive members of work teams.
Current Practice
Experience suggests that Technical Writing instructors cover Teamwork as a separate skill, taught in a class session or two and sometimes supported by a group project. Experience also suggests that few Engineering instructors devote significant time to discussion of teamwork.
Technical Writing textbooks present teamwork in a descriptive way with some attention to practice.
Another Approach
Since U.S. business, industry, academia – indeed, every aspect of society – revolves around using teams, a more robust approach is needed to help students learn and nurture teamwork skills.
In the Embedded Technical Writing coursework for Mechanical Engineering students at X school, teamwork is discussed and practiced from day one through graduation. In a series of five technical writing classes from first through third year, students learn about the value teams can bring to problem solving, project management and relationship development. Hands-on practice and reflections help them internalize a teamwork approach to work.
The teamwork approach is used in other M.E. courses as well, such as the laboratory courses and the senior design courses sequence. These courses extend into the later years of the student’s course of study and serve to reinforce the messaging and skills developed in the Embedded Technical Writing coursework.
Results
A sustained approach to teaching teamwork supports learning of this key concept to success in several ways by:
1. Emphasizing the importance of teamwork skills for current and future success.
2. Helping students develop communication skills around explaining ideas, setting goals, confronting colleagues, solving problems, and communicating with management.
3. Setting realistic expectations of their own and others’ performance and experience giving and receiving productive feedback.
4. Engendering confidence in students that they have the necessary tools to succeed in team projects at school and in the workplace.
Contents of the Paper
The paper will follow the format of this abstract but will build out examples of how teamwork is presented, including skill building, practice and reflection. This portion of the paper is designed to give engineering instructors ideas that can be imported into their own classes.

AU - Mary M McCall M.A.
AU - Nassif E Rayess
CY - Kalamazoo, Michigan
DA - 2024/03/22
PB - ASEE Conferences
TI - Developing Teamwork Skills Across the Mechanical Engineering Curriculum
UR - https://peer.asee.org/45610
DO - 10.18260/1-2--45610
ER -