Brainstorming is a critical part of the engineering design process and can have a significant impact on the outcomes of the overall project. While research has studied the outcomes of brainstorming and the ideas that teams generate, the role that language and conversation play in these activities is still relatively underexplored. Observing the different ways people use specific types of discourse can reveal how conversations can affect brainstorming itself. To that end, this research aims to answer the following questions: 1) What are the different kinds of discursive moves that students make during engineering brainstorming activities? 2) What patterns or themes emerge among these discursive moves? We collected data by recording conversations that took place during team brainstorming activities with engineering students. These conversations were transcribed, and we used discourse analysis to code our data according to the speaker's intent. We combined quantitative and qualitative analysis to identify and explore correlation patterns within these conversations. Three prominent themes emerged from our analyses: Active Engagement, Group Rapport, and Exploring the Problem. These themes highlight the range of different conversational elements that work together to support effective brainstorming discussions. Engineers and engineering educators can be mindful of the way that they frame their brainstorming activities so that the team’s discourse encourages more active engagement, stronger group rapport, and deeper exploration of the problem at hand.

An experiment was conducted investigating the utility of teamwork exercises and problem structure for promoting technological problem solving in a student team context. The teamwork exercises were designed for participants to experience a high level of psychomotor coordination and cooperation with their teammates. The problem structure treatment was designed based on small group research findings on brainstorming, information processing, and problem formulation. First-year college engineering students (N = 294) were randomly assigned to three levels of team size (2, 3, or 4 members) and two treatment conditions: teamwork exercises and problem structure (N = 99 teams). In addition, the study included three non-manipulated, independent variables: team gender, team temperament, and team teamwork orientation. Teams were measured on technological problem solving through two conceptually related technological tasks or engineering design activities: a computer bridge task and a truss model task. The computer bridge score and the number of computer bridge design iterations, both within subjects factors (time), were recorded in pairs over four 30-minute intervals. For the last two intervals with the computer bridge, teams started construction of the truss model task, which created low and high task load conditions for the computer bridge: another within subjects factor. A repeated measures ANOVA was used to analyze time (computer bridge) by factor interactions. No significant time by teamwork exercises or time by problem structure interactions on computer bridge scores were found [F(2.31, 198.46) = 0.10, p = .928; F(2.31, 198.46) = 0.03, p = .984]. There was a significant interaction between the factors of time and team size [F(4.62, 198.46) = 2.75, p = .023]. An ANOVA was conducted with the between subject factors on the truss model task. A significant main effect was found for teamwork exercises [F(1, 86) = 2.84, p = .048, one-tailed], but not for problem structure or team size. Post hoc analyses were conducted for team size on computer bridge and iteration scores over time, as well as teamwork exercises effects for each team size. Findings and their implications were reported, along with suggestions for future research on technological problem solving in a team context. / Ph. D.