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The Design (EPICS) sequence composes the first two engineering design courses in the design stem at the Colorado School of Mines. To improve the quality of the design experience funding was obtained from the NSF to examine team decision-making processes in the sequence. One research goal was to examine how men and women interacted during the design process and to use this information for improving future classroom instruction. This paper describes how the research results have been put into action in the classroom. Specifically, one result of this research project is the development of a team building routine, the Team Challenge Short Course. This sequence of exercises responds to the research suggesting that female students in Design (EPICS) I feel less confident about their contribution and leadership roles after completing the course. This was not found to be true for their male counterparts. This presentation addresses both the research supporting and the design of the proposed sequence of exercises.