The evolution of team dynamics activities in Mechanical Engineering at the University of British Columbia (UBC) is presented with student feedback and key lessons learned. Rather than leave it to students to learn team skills on their own, formal teaching of team dynamics has been part of the second-year Mechanical Engineering curriculum at UBC for approximately the past ten years.
In early attempts, students displayed widespread disinterest and resistance towards learning team dynamics. The content and delivery of team dynamics material has evolved to the point where, now, almost 85% of students cite this material as being valuable and helpful. The key elements that appear to have made the new approach successful include presenting the material in a manner that is directly and immediately relevant to individual students and project teams, as well as having the material permeate throughout all elements of the course.