The Social Web of Engineering Education: Knowledge Exchange in Integrated Project Teams

Abstract

Abstract The Social Web of Engineering Education: Knowledge Exchange in Integrated Project TeamsStudent learning in engineering is increasingly conceived as a process and experience that issituated in what Johri and Olds have called a “complex web of social organization,” rather thanone that is limited to “shifts in the mental structures of a learner.” In fact, the social organizationacross different fields of engineering includes project-based learning, research assistantships, andother mechanisms that approximate the research and collaborative aspects of true-to-lifeprocesses. These active learning experiences typically involve peer interactions, and thecreation of social communities that focus on applied problems, important for the development ofprofessional capabilities. In turn, the core of cooperative learning is the promotion of learningthrough providing cooperative incentives rather than competition. In many ways, this emphasison team work in engineering schools has evolved to embrace not only different approaches toformal learning through classroom and various applied experiences, but also the informallearning that takes places outside of structured activities. From this diverse set of learningenvironments, students are expected to not only gain technical skills, but also social and groupskills relevant to the realities of collaborative work in engineering. This expectation is in turnunderscored by accreditation standards of ABET, which include the development of professionalskills. We ask: What are the sources of this learning? From whom, or where, do these learningresources flow? Are knowledge flows fairly hierarchical, moving from advanced students tothose less experienced? From an instructional perspective, how can learning outcomes be betterobserved so that faculty can provide appropriate guidance and occasional control? Scholars working in the science of learning argue that peer-relations form a social contextof knowledge creation that constitutes a foundation for the development of team-skills. In thispaper we show how peer relations develop, and subsequently provide knowledge and learningresources within multi-ranked student teams over time. The data in this paper are based on amulti-year evaluation of the NSF-funded Vertically Integrated Projects (VIP) Program, whichbrings together graduate and undergraduate students to solve applied engineering problems.Projects are designed so that graduate students can assume leadership roles, and, thus, gainexperience in real-time project planning and implementation and management ofmultidisciplinary teams. Building on the situative learning perspective, we examine the socialrelationships that occur among the students working in this VIP “complex web of socialorganization.” Results show different patterns of knowledge seeking and exchange behavioracross student groups. These results show that technical knowledge sources are distinct fromproject management and related information needs. Most interestingly, results show thatknowledge exchange does not maintain its hierarchy. Undergraduate students develop their owninformation communities within teams, including regarding technical information. These resultshave important implications for the management of teams that include a range of students andexpertise.