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A Systematic Review of Multidisciplinary Engineering Education: Accredited Programs, Educational Approaches, and Capstone Design

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Design in Multidisciplinary Learning Environment

Tagged Division

Multidisciplinary Engineering

Tagged Topic

Diversity

Page Count

11

DOI

10.18260/1-2--36621

Permanent URL

https://peer.asee.org/36621

Download Count

194

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Paper Authors

biography

Lina Zheng Tsinghua University

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Lina ZHENG got her Ph.D. degree in Public Administration from Tsinghua University, China. She was also a visiting scholar in the School of Engineering Education at Purdue University. Her research interests include international engineering education, interdisciplinary engineering education. Recently, she focused most on the "New Engineering" initiative launched in 2017 in China, as well as engineering education reforms globally.

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biography

Dexin Hu Tianjin University Orcid 16x16 orcid.org/0000-0002-6088-3103

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Hu Dexin graduated from Institute of education, Tsinghua University in 2019 and received a doctorate in management. At present, he is an associate professor of School of education / Institute of new engineering education, Tianjin University. His main research directions are higher engineering education, education policy and evaluation, graduate education, etc.

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biography

Brent K. Jesiek Purdue University at West Lafayette (COE)

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Dr. Brent K. Jesiek is an Associate Professor in the Schools of Engineering Education and Electrical and Computer Engineering at Purdue University. He also leads the Global Engineering Education Collaboratory (GEEC) research group, and is the recipient of an NSF CAREER award to study boundary-spanning roles and competencies among early career engineers. He holds a B.S. in Electrical Engineering from Michigan Tech and M.S. and Ph.D. degrees in Science and Technology Studies (STS) from Virginia Tech. Dr. Jesiek draws on expertise from engineering, computing, and the social sciences to advance understanding of geographic, disciplinary, and historical variations in engineering education and practice.

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Abstract

Abstract

Modern engineers are increasingly called upon to hold multidisciplinary knowledge and skills to solve real-world problem and grand challenges. Consequently, both educators and researchers are striving to promoting multidisciplinary engineering education, and ABET accreditation standards also require students to gain an ability to function on multidisciplinary teams. Therefore, many practices and approaches related to multidisciplinary engineering education at program, curricular, and classroom levels have been tried to satisfy this need. However, little in the way of scholarly research has been carried out to provide an overall picture of such efforts in multidisciplinary engineering education. To address this gap, this systematic review of multidisciplinary engineering education aims to make current efforts and practices more visible and accessible, including by identifying accredited programs, different formats and approaches tried, and types of capstone design experiences. Three phases of review were conducted with emphasis on multidisciplinary programs, multidisciplinary approaches, and multidisciplinary capstone, separately. The results reveal an increasing trend in the development of multidisciplinary engineering programs, the significant role of capstone projects in facilitating multidisciplinary engineering education, including integrated and real-world trends in multidisciplinary capstone experiences. In addition, there are gaps in the literature that required more insights regarding non-accredited programs, student outcomes gained through multidisciplinary approaches, and further validation of multidisciplinary capstone projects.

Zheng, L., & Hu, D., & Jesiek, B. K. (2021, July), A Systematic Review of Multidisciplinary Engineering Education: Accredited Programs, Educational Approaches, and Capstone Design Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36621

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