Multi-level design teams: a success story?

A study of student team evolution, performance and strident satisfaction was completed in a novel, vertically-integrated materials science and engineering design course that included mixed sophomore, junior and senior teams. This course explored a new learning model where students at different grade levels worked together to solve small design problems. The course included simple analysis-oriented quizzes and team-based design projects. Each team had members spanning grade levels. In addition, teams were given guidelines for team functioning and recordkeeping, and were evaluated on performance in these areas. The impact of the vertically-integrated student team experiences was evaluated by means of a questionnaire administered before and after the experience. Questionnaire responses were evaluated and statistically significant results are reported.