Project Lead: Robyn Newell (Assistant Professor of Teaching, Biomedical Engineering)
Co-Leads: Jenna Usprech (Associate Professor of Teaching, Biomedical Engineering); Jessica Tran (MASc Student, Mechanical Engineering); Jacqueline Kho (Teaching Laboratories Manager, Biomedical Engineering); Fraser Douglas (PhD Candidate, Biomedical Engineering)
Project Description
This SoTL project uses a participatory research approach to explore how structured reflection on both past and ongoing group experiences can improve team dynamics and clarify individual course expectations in an 8-month engineering capstone design course. A pilot focus group of students will co-develop and trial reflection activities that support student-led team planning. Data sources will include student reflections, peer evaluations, and interviews with instructors, TAs, and students. This project fills a gap in the literature by investigating reflection not just as a learning tool, but as a method for students to collaboratively shape team processes and influence course practices.
Research Questions
- How does reflection on previous and ongoing team experiences influence students’ ability to identify and implement strategies for improved collaboration in a capstone design course?
- In what ways does reflection help students clarify and align individual and team skill expectations at the start of a design project?
- What is the impact of co-designing reflexive and groupwork processes on students’ team-based learning experiences?