June 23, 2013
June 23, 2013
June 26, 2013
New Engineering Educators
23.801.1 - 23.801.12
Interdisciplinary Problems and Numerical Analysis: 10 Things I wish I Knew Twenty Years AgoNon-engineering faculty often find the engineering quantitative mindset and ability to conductnumeric analysis helpful in their research, yielding valuable results not otherwise discernible byeither specialty alone. New engineering faculty can find such work helpful to launch theircareers by exposing them to a wealth of productive research topics relatively untouched by in-discipline researchers, as well as providing opportunities to get to know many faculty and beexposed to a variety of research methods, writing styles, and grant sources. Despite thedemonstrable benefits of such collaborations, however, there also are pitfalls, especially for newengineering faculty who have little experience coordinating complex interdisciplinaryprojects. In this paper I describe my observations on interdisciplinary collaborations based onpapers I have published and patents I have earned with faculty from clinical medicine,bioengineering, finance, educational psychology, colonial history, business, sports medicine, andseismology, including: 5 reasons to seek opportunities to apply numerical analysis to interdisciplinary problems, 3 common pitfalls of work in such interdisciplinary projects, and 10 best practices for conducting numerical analysis of interdisciplinary problems.
Squire, J. C., & McCleskey, T., & Baker, E. W., & English, A. E. (2013, June), Interdisciplinary Problems and Numerical Analysis: 10 Things We Wish We Knew 20 Years Ago Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19815
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