Students’ Perceived Multidisciplinary Teamwork Skills: The Case of a Challenge-Based Learning Course

Abstract

While science and engineering students experience collaboration in multicultural teams, they frequently report improved understanding of how people from other disciplines think and act. Therefore, it is important to understand how students’ skills develop to function in multidisciplinary teams. This mixed-methods research explored the changes in students’ perceived multidisciplinary teamwork skills. Data was collected through a questionnaire and interviews. Findings collectively suggest perceived improvement in identifying one’s own disciplinary contributions to the design decisions. The qualitative analysis also showed growth in recognizing the contributions of other discipline