Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
The practice of engineering often involves problem solving in multidisciplinary and interdisciplinary teams. Undergraduate engineering students often are trained in disciplinary concepts and techniques of their specializations, but rarely given opportunities to reflect upon how they work with collaborators. Here, we discuss a course that brings students from engineering and non-engineering fields together to grapple with a technical and conceptual challenge: designing and building drones for humanitarian purposes. This paper describes an “Engineering Peace” course and discusses preliminary findings from surveys, focus groups, and observations regarding the course’s effects on students’ multidisciplinary and interdisciplinary skills. This material allows us to analyze the emergence of professional formation as engineers and non-engineers work together. While we understand this study to be limited in scope, the feedback provides preliminary evidence for collaborative research across disciplines and how professional skills are fostered in the classroom.
Reddy, E. A., & Hoople, G. D., & Choi-Fitzpatrick, A., & Camacho, M. M. (2018, June), Peace Engineering: Investigating Multidisciplinary and Interdisciplinary Effects in a Team-Based Course About Drones Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30862
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