Beddoes, K., & Borrego, M. J., & Jesiek, B. K. (2011, June), Using Boundary Negotiating Artifacts to Investigate Interdisciplinary and Multidisciplinary Teams  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18805

\bibitem{asee_peer_18805}
  Beddoes, K., \& Borrego, M. J., \& Jesiek, B. K. (2011, June), \emph{Using Boundary Negotiating Artifacts to Investigate Interdisciplinary and Multidisciplinary Teams}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18805

Kacey Beddoes, Maura J. Borrego, and Brent K Jesiek.  "Using Boundary Negotiating Artifacts to Investigate Interdisciplinary and Multidisciplinary Teams".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18805 Internet.  16 Apr, 2024

\bibitem{asee_peer_18805}
  Kacey Beddoes, Maura J. Borrego, and Brent K Jesiek.
  "Using Boundary Negotiating Artifacts to Investigate Interdisciplinary and Multidisciplinary Teams".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18805 Internet.  16 Apr, 2024

@INPROCEEDINGS{asee_peer_18805
author = "Kacey Beddoes, Maura J. Borrego, and Brent K Jesiek"
title = "Using Boundary Negotiating Artifacts to Investigate Interdisciplinary and Multidisciplinary Teams"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18805}
number = {10.18260/1-2--18805}
}

TY  - CPAPER
AB  -        Boundary Negotiating Artifacts as A Framework for Investigating                   Interdisciplinary Engineering TeamsTeamwork, and interdisciplinary teamwork in particular, are increasingly in demand byemployers. Engineering educators have therefore taken an interest in employing and studyingteamwork in their curriculum. Yet much of their scholarship has focused on documenting studentand faculty experiences of teamwork and challenges to interdisciplinarity only. Examinations ofthe actual practices and artifacts, both conceptual and material, that students create and use tomanage interdisciplinary team collaborations are an underexplored research area. However, theyhold much potential for illuminating how teamwork is undertaken, thereby pointing to strategiesfor successful collaborations.Drawing on prior work in Science and Technology Studies (STS), and based upon a one-monthethnographic study of an interdisciplinary graduate research team, we found that the team usedBoundary Negotiating Artifacts (BNAs) to navigate their work. The team consisted ofengineering, psychology, and media arts graduate students conducting their dissertation researchas part of an IGERT-funded project focused on mixed media rehabilitation. The project ischaracterized as complex and non-routine (after Strauss, 1988). Our observations and interviewsrevealed a variety of artifacts employed during teamwork navigations and negotiations. In thispaper, we discuss the significance of Boundary Negotiating Artifacts and propose the concept asa useful framework for investigating interdisciplinary graduate and undergraduate engineeringeducation. In contrast to the more familiar concept of boundary objects, which refer to objectsthat travel between different social worlds, BNAs, are found to be more applicable andrevelatory for interdisciplinary collaborations and cooperation such as we observed. This newframework has the potential to shed light on aspects of interdisciplinary collaboration andcooperation that have previously been underexplored within engineering education.We begin with a three-part literature review on interdisciplinary engineering education research,complex and non-routine projects, and boundary negotiating artifacts – distinguishing them fromboundary objects. We then describe our study and methods of data analysis. The Findings andDiscussion section discusses several types of boundary negotiating artifacts. These include: self-explanation artifacts; inclusion artifacts; compilation artifacts; structuring artifacts; and borrowedartifacts. Each type is described and examples from our study are discussed. An explanation ofthe significance of each type of artifact for engineering education researchers follows.The
conclusion
explores
implications
of
our
findings
for
engineering
courses
and
research.
More
specifically,
how
can
faculty
more
intentionally
use
boundary
negotiating
artifacts
in
the
context
of
interdisciplinary
team
projects
to
facilitate
successful
teams?
And,
how
can
students
themselves
learn
to
apply
their
understanding
of
BNAs
in
their
design
projects
as
engineers
working
with
diverse
clients
and
users?
Additionally, the conclusion proposes suchstudies as sites for mutually beneficial research collaborations between engineering educatorsand Science and Technology Studies scholars.
AU  - Kacey Beddoes
AU  - Maura J. Borrego
AU  - Brent K Jesiek
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Using Boundary Negotiating Artifacts to Investigate Interdisciplinary and Multidisciplinary Teams
UR  - https://peer.asee.org/18805
DO  - 10.18260/1-2--18805
ER  -