This study explored seven engineering graduate students’ collaborative problem-solving (CPS) skills while working in interdisciplinary teams. Students worked in two different teams, in face-to-face and online environments, to solve complex manufacturing design challenges posed by their instructor. The students were assessed using an observational rubric with four dimensions: peer interactions, positive communication, tools and methods and iteration and adaption, and scored via each dimension’s associated attributes, and subsequently interviewed. Six students scored emergent or proficient in CPS and had slightly higher CPS scores during the second observation. One student demonstrated a limited ability for CPS and the observable CPS skills decreased during the project. Interviews revealed the importance of (1) relying on instructor and student chosen technologies for collaborative tasks, (2) recognising and drawing on peer expertise early in the project, (3) building trust during and outside of team meetings and (4) valuing off-site and online collaborative work. Findings advance the understanding of how graduate students working in interdisciplinary teams rely on particular features of collaboration to solve engineering design challenges, which may assist in developing future skills and fostering productive teamwork.

本研究探讨了七名工程研究生在跨学科团队中工作时的协作解决问题 (CPS) 技能。学生在面对面和在线环境中的两个不同团队中工作，以解决他们的讲师提出的复杂制造设计挑战。学生们使用四个维度的观察量规进行评估：同伴互动、积极沟通、工具和方法以及迭代和适应。，并通过每个维度的相关属性进行评分，然后进行采访。在第二次观察期间，六名学生在 CPS 中得分为紧急或精通，并且 CPS 得分略高。一名学生在 CPS 方面表现出有限的能力，并且在项目期间可观察到的 CPS 技能下降。访谈揭示了 (1) 依靠教师和学生选择的技术来完成协作任务的重要性，(2) 在项目早期认识和借鉴同行专业知识，(3) 在团队会议期间和之外建立信任以及 (4) 重视-现场和在线协作工作。研究结果促进了对跨学科团队中的研究生如何依靠协作的特定特征来解决工程设计挑战的理解，