This project will address a critical need in engineering education by improving how students learn to collaborate effectively on teams—a skill essential for success in today’s complex, multidisciplinary professional contexts. Employers consistently rank teamwork as one of the most critical skills for engineering graduates; however, many new engineers feel unprepared to navigate interpersonal challenges in real-world projects. Despite widespread adoption of project-based learning (PBL) involving teamwork, instructional methods frequently emphasize evaluating final products rather than guiding the teamwork process itself, leaving students to learn vital teamwork skills through trial and error. Such limited guidance results in common challenges, including unequal participation, unresolved conflicts, and inadequate psychological safety—the belief that team members can safely take interpersonal risks without fear of negative consequences. These issues are particularly pronounced for first-year students, who often enter college with limited teamwork experience and find themselves poorly equipped to manage conflicts effectively. By investigating how students and faculty collaboratively shape psychological safety, manage conflicts, and adapt teamwork behaviors, this research aims to provide critical insights into fostering healthier, more productive team environments. The findings will directly support faculty in implementing effective instructional strategies, better preparing engin