Shannon, C., & Lovrien, P., & Barnett, B., & Steinlicht, C., & Koromyslova, E. (2022, August), Multidisciplinary Capstone Design Experiences: Students’ Perspective  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40745

\bibitem{asee_peer_40745}
  Shannon, C., \& Lovrien, P., \& Barnett, B., \& Steinlicht, C., \& Koromyslova, E. (2022, August), \emph{Multidisciplinary Capstone Design Experiences: Students’ Perspective}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40745

Cole Shannon, Patrick Lovrien, Bret Barnett, Carrie Steinlicht, and Ekaterina Koromyslova.  "Multidisciplinary Capstone Design Experiences: Students’ Perspective".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40745 Internet.  03 May, 2024

\bibitem{asee_peer_40745}
  Cole Shannon, Patrick Lovrien, Bret Barnett, Carrie Steinlicht, and Ekaterina Koromyslova.
  "Multidisciplinary Capstone Design Experiences: Students’ Perspective".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40745 Internet.  03 May, 2024

@INPROCEEDINGS{asee_peer_40745
author = "Cole Shannon, Patrick Lovrien, Bret Barnett, Carrie Steinlicht, and Ekaterina Koromyslova"
title = "Multidisciplinary Capstone Design Experiences: Students’ Perspective"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40745}
number = {10.18260/1-2--40745}
}

TY  - CPAPER
AB  - It is common practice for authors to study engineering education projects where authors propose a theoretical framework for a teaching approach, collect and interpret data and students’ feedback, and report findings through the prism of their understanding of theory and implications. The approach taken in this paper is different. This paper is prepared by students who participated in a multidisciplinary capstone project, and it presents first-hand highlights of the student-participants’ perspective of their experiences as a response to multidisciplinary teaching interventions.  

The paper emphasizes the importance for college graduates to develop multidisciplinary collaboration skills and competencies for successful employment. A summary of various approaches practiced in higher education to provide opportunities for multidisciplinary learning, including capstone projects, is outlined in the literature review.

The paper describes goals, objectives, and outcomes of a project assigned to a multidisciplinary capstone team. The authors outline organization of the multidisciplinary student collaboration in the project, team structure, project activities, and communication and teamwork practices. Students’ learning experiences, including benefits, challenges, and lessons learned are discussed in the paper, presenting different points of view from different disciplines.

Relevance of multidisciplinary teaching for student career goals and value for their professional development are discussed in the paper. The authors provide suggestions for improvements and advice to instructors and peers for improving multidisciplinary learning experiences at the college level. 

AU  - Cole Shannon
AU  - Patrick Lovrien
AU  - Bret Barnett
AU  - Carrie Steinlicht
AU  - Ekaterina Koromyslova
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Multidisciplinary Capstone Design Experiences: Students’ Perspective
UR  - https://peer.asee.org/40745
DO  - 10.18260/1-2--40745
ER  -