Pedagogical Resource
An Overview of DISC Work Styles and Character in Computing and Engineering Teams
DownloadComputing and engineering professionals work in teams that require technical expertise, communication, sound judgment, and strong character. Team members may share the same goals but approach decisions, deadlines, problem-solving, and collaboration differently.
DISC Work Styles and Character in Computing and Engineering Teams helps students recognize their work-style preferences and examine how character traits shape the way those preferences are expressed. Students explore four DISC styles:
- Drive: Results-oriented and decisive
- Influence: Collaborative and people-oriented
- Support: Dependable and steady
- Clarity: Analytical and detail-oriented
DISC identifies common preferences, while character influences how responsibly students use them.
The framework is used as a tool for self-awareness rather than a fixed label. Students consider both the strengths of their style and the character traits needed to manage its potential challenges.
Learning Outcomes
Students will be able to:
- Describe the four DISC work styles.
- Identify strengths and challenges associated with their own style.
- Explain how character traits influence teamwork behaviors.
- Apply communication and character-based strategies when working across styles.
Resources
Disciplines: Match with selected tag(s)
Focal area: Pedagogical Strategies & Practices; Match with selected tag(s)
Resource type: Overview
Character traits: Match with selected tag(s). If appropriate.
Cross-disciplinary skills: Match with selected tag(s). If appropriate.
Dispositions: Match with selected tag(s). If appropriate.
Education level: Match with selected tag(s). If “any”, select -Any-.
Descriptors: Primary technical skill(s).
Language: English
License: Creative Commons Attribution (CC BY-NC)
This material is based upon work supported by the National Science Foundation under Grants No. 2111097 and No. 2417492.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.