July 26, 2021
July 26, 2021
July 19, 2022
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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