This project used Eberhardt's team functions as an observational protocol to examine the team process as it occurred in the Engineering Practices Introductory Course Sequence (EPICS) at the Colorado School of Mines. A design report scoring rubric was used to evaluate the quality of the team-produced final report. The results of this study suggest that the gender composition of the teams impacted both the interactions that took place during the team process and the quality of the team's final report. Members of majority male teams were more likely to be witnessed clarifying and standard setting during team interactions than were members of majority female teams. During the first course, the final reports that were produced by majority male teams on average were judged to be of higher quality than were those that were produced by majority female teams. The reverse was found to be true in the second course.
|Number of pages||8|
|Journal||Journal of Engineering Education|
|State||Published - Jan 2003|