Engineers and scientists in the industry are required to work in collaborative teams that foster innovation. Particularly in engineering education, the accreditation board of engineering programs expects that students learn how to "function effectively on a team whose members together provide leadership" and "create a collaborative and inclusive environment" (ABET Criteria 2020). Therefore, there is an increasing need for faculty to look for evidence-based practices that foster collaborative work with inclusive learning spaces. Collaborative work and learning in teams involve studying both group and individual cognitive and social experiences. While the cognitive perspective focuses on the group's influence on cognitive outcomes in collaboration, the social perspective looks into the social factors affecting successful team performance. The current work will share details on team building activities that explore social factors affecting team dynamics and performance in a chemical engineering capstone course. The presented teaching practices are based on the Team Learning Model. In this model, an individual's beliefs about their interpersonal context and the team learning behaviors are needed to foster mutually shared cognition that could lead to effective team performance. The participants will reflect and strategize about class management elements such as group organization, developing team building-vocabulary, specific team-building activities, and assessment.