has been involved in engineering design and teamwork for 40 years as a professional engineer, university professor, and researcher. He is a Professor of Engineering and Physics at Whitworth University in Spokane, Wash., and teaches physics and engineering courses. His current research is in how students learn engineering with a focus on creating more effective pedagogies. Prior to teaching, Dr. Zemke was a professional product designer for 20 years with an emphasis on mechanical packaging of microwave circuitry.

has been involved in engineering design and teamwork for over thirty years as a professional engineer, university professor, and researcher. He is the current Chair of the Mechanical Engineering Department at Gonzaga University in Spokane, Washington and teaches engineering design and teamwork courses. His two research foci are how students learn design and teamwork and how understanding of learning can be used to create more effective pedagogies. Prior to teaching Dr. Zemke was a professional product designer for over twenty years with emphasis on mechanical packaging of microwave circuitry.

This center is chartered to enhance the design courses throughout the School of Engineering and Applied Science. Zemke teaches the mechanical design courses at Gonzaga. His area of research is the pedagogy of design with an emphasis on practically improving student learning.

His primary responsibilities are Design courses and assessment. His research interests include effective learning environments and design teaching and learning. Prior to teaching he was a design engineer and manager for 23 years and holds five patents. Diane Zemke, Gonzaga University Diane Zemke is a PhD candidate at Gonzaga University in Leadership Studies. Her interests include small group dynamics, reflective practices, learning, and qualitative methods. She has co-authored papers on use of small teams in design engineering.

Faculty value high student engagement that leads to high learning outcomes. While high student engagement is frequently difficult to achieve, numerous studies have shown that cooperative learning events produce greater student engagement in a wide variety of disciplines. However, many students have had negative experiences with "group work" and are hesitant to participate. In addition, it can be unclear when creating a cooperative educational event for engineering classes whether it will work as planned. Our question is: "What are the important design features when tailoring cooperative educational events for engineering classes?"