Nurturing Interdisciplinary Engagement: A Case Study of Resourcing and Recruiting Strategies in an Early Academic Career Interdisciplinary Project-Based Learning Course

David Gray; Lisa D. McNair; Atlas Vernier

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Conference: 15th Annual First-Year Engineering Experience Conference (FYEE)
Location: Boston, Massachusetts
Publication Date: July 28, 2024
Start Date: July 28, 2024
End Date: July 30, 2024
Page Count: 8
DOI: 10.18260/1-2--48627
Permanent URL: https://peer.asee.org/48627
Download Count: 34

Paper Authors

biography

David Gray Virginia Polytechnic Institute and State University orcid.org/0000-0003-0159-9150

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Dr. Gray receieved his B.S. in Electrical and Computer Engineering from Virginia Tech in 2000. He then earned a M.S. and a Ph.D. in Materials Science and Engineering from Virginia Tech in 2002 and 2010, respectively. Much of his graduate education focus

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Lisa D. McNair Virginia Polytechnic Institute and State University orcid.org/0000-0001-6654-2337

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Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Deputy Executive Director of the Institute for Creativity, Arts, and Technology (ICAT).

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Atlas Vernier Virginia Polytechnic Institute and State University

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Atlas Vernier is a researcher, innovator, and technologist at Virginia Tech. They are a leader in immersive technologies and interdisciplinary collaboration. Having received dual bachelor's degrees in Industrial & Systems Engineering and foreign languages, interdisciplinary and international collaboration are at the core of their work. Their research includes course design for an undergraduate interdisciplinary course, systems development for connection and collaboration in immersive virtual environments, and international leadership of an interdisciplinary team of artists and storytellers. Ultimately, Atlas aims to lead an international and interdisciplinary team focusing on furthering in-space and on-Earth technological capabilities.

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Abstract

In response to growing demands for interdisciplinary education and experiential learning, we developed the Interdisciplinary Projects Course (IDPro). IDPro was designed to provide early academic career experiential learning to students across the university.

During the pilot semester of the course, students were recruited into scenarios where new interdisciplinary teams of students were tasked with scoping and executing a real-world problem originating with students, proposed by faculty, sponsored by industry, or in collaboration with government or community partners. Teams were challenged with developing a working culture, navigating the uncertainties of a new course with a novel assessment structure, and scoping their near- and long-term objectives and tasks for the projects. In the second semester of the program, teams consisting of a blend of returning and new students faced new challenges of integrating new members to the teams and recalibrating their scope and objectives in light of new skills and aptitudes brought by new members and considering technical progress attained in the previous semester.

One of the particular challenges in operating a project-based learning course like IDPro is in recruiting and onboarding students from a diverse group of participating majors, including those housed outside of the home academic unit. Our recruitment process involved a multi-channeled approach, with recruitment materials disseminated through academic advisors, student organizations, and faculty networks. In this study, we explore qualitative survey data from the first two semesters of IDPro to shed light on student motivation for participation. Preliminary insights suggest certain structural incentives for participation and a broad desire for practical, hands-on and social team-based learning experiences.

Findings will highlight the importance of developing a supportive and inclusive environment, as particularly evidenced by the participation of non-engineering and underrepresented minority students. This work will explore the evolution of student motivation over multiple semesters, with a goal of providing insights into effective strategies for building broad interdisciplinary engagement and creating a brand exhibiting a culture of inclusivity and collaboration

Citation
Format

Gray, D., & McNair, L. D., & Vernier, A. (2024, July), Nurturing Interdisciplinary Engagement: A Case Study of Resourcing and Recruiting Strategies in an Early Academic Career Interdisciplinary Project-Based Learning Course Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts. 10.18260/1-2--48627

TY  - CPAPER
AB  - In response to growing demands for interdisciplinary education and experiential learning, we developed the Interdisciplinary Projects Course (IDPro).  IDPro was designed to provide early academic career experiential learning to students across the university.   

During the pilot semester of the course, students were recruited into scenarios where new interdisciplinary teams of students were tasked with scoping and executing a real-world problem originating with students, proposed by faculty, sponsored by industry, or in collaboration with government or community partners.  Teams were challenged with developing a working culture, navigating the uncertainties of a new course with a novel assessment structure, and scoping their near- and long-term objectives and tasks for the projects.  In the second semester of the program, teams consisting of a blend of returning and new students faced new challenges of integrating new members to the teams and recalibrating their scope and objectives in light of new skills and aptitudes brought by new members and considering technical progress attained in the previous semester. 

One of the particular challenges in operating a project-based learning course like IDPro is in recruiting and onboarding students from a diverse group of participating majors, including those housed outside of the home academic unit.  Our recruitment process involved a multi-channeled approach, with recruitment materials disseminated through academic advisors, student organizations, and faculty networks.  In this study, we explore qualitative survey data from the first two semesters of IDPro to shed light on student motivation for participation.  Preliminary insights suggest certain structural incentives for participation and a broad desire for practical, hands-on and social team-based learning experiences. 

Findings will highlight the importance of developing a supportive and inclusive environment, as particularly evidenced by the participation of non-engineering and underrepresented minority students.  This work will explore the evolution of student motivation over multiple semesters, with a goal of providing insights into effective strategies for building broad interdisciplinary engagement and creating a brand exhibiting a culture of inclusivity and collaboration 	 
AU  - David Gray
AU  - Lisa D. McNair
AU  - Atlas Vernier
CY  - Boston, Massachusetts
DA  - 2024/07/28
PB  - ASEE Conferences
TI  - Nurturing Interdisciplinary Engagement: A Case Study of Resourcing and Recruiting Strategies in an Early Academic Career Interdisciplinary Project-Based Learning Course 
UR  - https://peer.asee.org/48627
DO  - 10.18260/1-2--48627
ER  -