The audience will understand the need for student professional development, as well as, the role that competencies and the 360-degree feedback assessment process play. Additionally, a foundational framework for further research studies in competency-based learning and assessment will be presented. Disciplines

Background: This study examined the differences between team dynamics in nonflipped and flipped versions of a multisection team-and project-based sophomore engineering design course. Purpose/Hypothesis: We hypothesized that team dynamics in nonflipped and flipped course settings may reveal differences in student perceptions of team conflict, peer assessment, and team member satisfaction as well as possible relationships among these three variables. Design/Method: Students in both nonflipped and flipped settings completed a web-based Comprehensive Assessment of Team Member Effectiveness (CATME) SMARTER Teamwork survey. A series of ANCOVAs and path analyses were conducted to gain insights into team dynamics in both course environments. Results: Although no significant differences in team conflict were found, significantly higher levels of team member satisfaction and peer assessment rates were detected in the flipped course. The path analysis revealed relationships among team conflict, team member satisfaction, and peer assessment in both course versions. Differences in relationships among the unidimensional levels of team conflict and the other two variables were found between the nonflipped and flipped versions. Conclusions: The primary pedagogical implication of this research points to the affordance of the flipped course setting in providing sufficient time for student members to become cohesive teams. As part of the student experience, engineering educators are encouraged to allow time for team formation and development in addition to content learning. Instructors should provide guidance that helps teams and individuals understand themselves and others as well as create workflows to support their learning and team management. K E Y W O R D S flipped classroom, peer assessment, team-based learning, team dynamics, team member satisfaction

my dear grandfather, who provided a lifetime's worth of cherished childhood memories, and was always proud of "his girls." Rick Forget, my dear friend and ISO 9000 implementation "buddy" who provided humor, deliciously prepared treats, and never a dull moment. Clark T. Southworth, my dear friend and US Steel colleague, who profoundly influenced my early professional career. Your smile, humor, laughter, and support are among my life's most positive and cherished memories. iii TABLE OF CONTENTS

University. His research critically examines the role of design research in design education and practice. He has taught classes in design research methods, design thinking, multidisciplinary innovation, and human-centered design. Trained as a design researcher, he is passionate about developing new methods for investigating cross-disciplinary collaboration among faculty, students and academic units.c American Society for Engineering Education, 2016 Feasibility of Developing a Sustainable Multidisciplinary SeniorCapstone Experience Abstract Today's undergraduate engineering students will enter a workforce that requires a multidisciplinary approach to problem-solving. According to data from the National Science Foundation 1 and the National Academy of Engineering 2 a multidisciplinary problem-solving approach is increasingly a critical component of the nations' innovation infrastructure. Although both academic and industry professionals agree on the importance of providing students the opportunity to work on multidisciplinary teams, many institutions struggle to create these opportunities within their curriculum. This paper will examine the benefits and challenges of creating a multidisciplinary senior capstone course from the perspective of engineering faculty. IntroductionMost engineering educators support the idea of a multidisciplinary capstone course in concept,

Lesya M. Hassall is a program coordinator at the Online Learning Innovation Hub in Center for Excellence for Learning and Teaching, Iowa State University. Her professional responsibilities revolve around assessment and meaningful integration of learning technologies into teaching and learning, course design and development, universal design for learning and faculty professional development. Lesya received her doctoral degree in Instructional Technology from Iowa State University in 2006 and has since been involved in many teaching and learning projects, including pedagogical applications of virtual reality, mobile technologies, audience response systems and social media in higher education settings. Lesya also holds a MA degree in teaching English and German as second languages from Nizhyn State University, Ukraine.Ms. Nadia V. Jaramillo Cherrez, Iowa State University Nadia Jaramillo is a PhD student in Curriculum and Instructional Technology at Iowa State University. She holds a B.S in Computer Science, a B.A in teaching English, and an M.A in TESL/Applied Linguistics with specialization in Computer-assisted language learning. Nadia holds a certificate in Instructional Design. Her educational experience involves 10+ years of teaching in k12 and in higher education contexts. Currently, Nadia works as a graduate research assistant in the Online Learning Hub-Center for Excellence in Learning and Teaching at Iowa State University. Nadia works as a research assistant in the Online Learning Hub at the Center for Excellence in Learning and Teaching. Her major research projects are about the implementation and efficacy of innovative learning approaches such as flipped learning, blended/hybrid learning and team-based learning. Her research interests lie upon the intricacies amongst the design of learning environments, human-computer interaction, online learning. Dr. Mathew Hagge, Iowa State UniversityMatt Hagge is a Senior Lecturer at Iowa State University. He has spent his career talking to students to figure out how students think and learn. The result of these talks has been the development of a course-wide decision framework for a thermodynamics course that allows students to solve previously unseen problems while building their expertise. This pedagogy is called Decision Based Learning, and has received tremendous student feedback and results. Students are able to solve complex problems through understanding rather than memorization and copying. Learning how to think, how to self reflect, how to take personal responsibility for learning, and the development of expert problem solving skills are all reasons why this style of teaching is life changing for many students.c American Society for Engineering Education, 2016 WORK IN PROGRESS Flipping Engineering by Design AbstractIn a flipped mechanical engineering sophomore design course, students engaged with interactive online learning modules and follow-up graded quizzes prior to face-to-face hands-on collaborative sessions. Analysis of the student post-assessment respo...