Asee peer logo

Using Your Brain To Build Teams That Work: A Study Of The Freshman And Sophomore Engineering Clinics At Rowan University

Download Paper |


2002 Annual Conference


Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002



Conference Session

Student Teams and Active Learning

Page Count


Page Numbers

7.1287.1 - 7.1287.11



Permanent URL

Download Count


Request a correction

Paper Authors

author page

Kathleen Pearle

author page

Gary Dainton

author page

Christine Johnston

author page

David Hutto

author page

Kathryn Hollar

author page

Eric Constans

author page

Jennifer Kadlowec

author page

Joseph Orlins

author page

Kauser Jahan

author page

Roberta Harvey

author page

Bernard Pietrucha

author page

Paris von Lockette

author page

Linda Head

author page

Stephanie Farrell

author page

Douglas Cleary

Download Paper |

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Main Menu

Session 2330

Using your Brain to Build Teams that Work: A Study of the Freshman and Sophomore Engineering Clinics at Rowan University

Kathleen M. Pearle, Linda M. Head Rowan University

Abstract This paper discusses the results of the first semester of a longitudinal study of intentional teambuilding undertaken in the Freshman and Sophomore Engineering Clinics at Rowan University. Students took Johnston & Dainton’s Learning Combination Inventory 1 (LCI), a 28- item self-report instrument that quantitatively and qualitatively captures the degree to which an individual uses each of four learning patterns. Through these patterns the learner represents how he or she sees the world, takes in stimuli, integrates the stimuli and formulates a response to it. An individual can begin his or her learning with a particular pattern or patterns, use patterns as needed, or avoid them. Teams were then created in order to maximize individual and collective use of learning patterns. This paper will report 1. The results of the initial study conducted during the Fall 2001 semester. 2. An overview of the patterns that resulted from the administration of the LCI to all Freshmen and Sophomore Engineering students at Rowan 3. Examples of the patterns of the teams that were assigned (to show how it’s done) 4. Comments from students regarding their team experiences 5. An evaluation of the study to date.

Introduction Responding to the demands of industry for graduates skilled in teamwork, many engineering programs have introduced projects that require students to work in teams 2. Positive team experiences also contribute significantly to student academic success and to improved rates of retention3. Creating teams, however, does not always engender effective team behavior 4. Students who report negative team experiences typically cite lack of communication among – and lack of commitment by – some participants as factors critical to unproductive or failed work efforts5.

Nationwide there is increasing interest in the subject of forming teams on the basis of qualifications that are more closely associated with individual learning patterns than with specific technical qualifications alone 6. Of course, it is important to take into consideration the actual technical skills that a particular member brings to a project team but if the team members do not adequately function as an effective unit, the technical skills will be wasted. The act of forming effective teams, then, should be emphasized as an important technical skill.

“Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education”

Main Menu

Pearle, K., & Dainton, G., & Johnston, C., & Hutto, D., & Hollar, K., & Constans, E., & Kadlowec, J., & Orlins, J., & Jahan, K., & Harvey, R., & Pietrucha, B., & von Lockette, P., & Head, L., & Farrell, S., & Cleary, D. (2002, June), Using Your Brain To Build Teams That Work: A Study Of The Freshman And Sophomore Engineering Clinics At Rowan University Paper presented at 2002 Annual Conference, Montreal, Canada. 10.18260/1-2--10334

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2002 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015