Goldschneider, B., & Pitterson, N. P. (2019, June),  Interdisciplinary Collaboration in Capstone Courses  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--31912

\bibitem{asee_peer_31912}
  Goldschneider, B., \& Pitterson, N. P. (2019, June), \emph{ Interdisciplinary Collaboration in Capstone Courses}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--31912

Benjamin Goldschneider and Nicole P. Pitterson.  " Interdisciplinary Collaboration in Capstone Courses".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://strategy.asee.org/31912 Internet.  16 Apr, 2024

\bibitem{asee_peer_31912}
  Benjamin Goldschneider and Nicole P. Pitterson.
  " Interdisciplinary Collaboration in Capstone Courses".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://strategy.asee.org/31912 Internet.  16 Apr, 2024

@INPROCEEDINGS{asee_peer_31912
author = "Benjamin Goldschneider and Nicole P. Pitterson"
title = " Interdisciplinary Collaboration in Capstone Courses"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/31912}
number = {10.18260/1-2--31912}
}

TY  - CPAPER
AB  - 	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.
AU  - Benjamin Goldschneider
AU  - Nicole P. Pitterson
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  -  Interdisciplinary Collaboration in Capstone Courses
UR  - https://strategy.asee.org/31912
DO  - 10.18260/1-2--31912
ER  -