June 15, 2019
June 15, 2019
June 19, 2019
Senior capstone classes are unique and crucial experiences for undergraduate students, in that they provide long-term, often synthesis-based projects in a collaborative environment. Yet, an overwhelming majority of programs do not provide students with the chance to work cooperatively across disciplinary lines. Those that do typically only allow for interaction between groups within the same overarching discipline such as Mechanical or Electrical Engineering. Ideally, the capstone experience is meant to foreshadow the type of interaction and work that a student will engage in, easing their transition into the work environment following graduation. In industry, engineers are expected to work collaboratively with experts in several technical and non-technical domains. Subsequently, capstone classes are lacking the ability to prepare undergraduate students for membership on the interdisciplinary teams that exist in workplaces within the United States and abroad. As such, the purpose of this paper is to describe the process of creating and subsequent plans for implementation of an interdisciplinary capstone course at a large research-intensive institution in the Southeast US. The challenges associated with developing a course that meets the need of each disciplinary capstone experience and spans the boundary of different approaches to pedagogy, knowledge structure and learning will be explored as well.
Goldschneider, B., & Pitterson, N. P. (2019, June), Interdisciplinary Collaboration in Capstone Courses Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/31912
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