June 24, 2017
June 24, 2017
June 28, 2017
In the time that interdisciplinary education is highly valued and strongly emphasized in the engineering education, experiences of teachers working in multidisciplinary teams deserve a closer examination, as teachers are essential players in leading curriculum changes towards multidisciplinary cooperation. What motivates teachers to take the first step out of their professional comfort zone to reach out to and work with others? What might be the difficulties, struggles, or even frustrations along the way? What constitutes the moments of glory and/or offers real rewards to them? Do disciplinary boundaries play a role in the cooperation? If yes, how? These issues need to be further understood in order to expand the impacts of multidisciplinary education.
This study presents the 3-year experience of a multidisciplinary teaching team working together to co-teach a Capstone course that aimed to enhance students’ capacity for solving multidisciplinary problems by providing real-world issues and cross-disciplinary team experiences. Students from four departments—civil engineering, building and urban planning, mechanical engineering, and futures studies—worked together to propose revitalization design solutions for a 50-plus-year-old run-down community that is in the prime area of a city but is mostly resided by disadvantaged groups in the society. Data was collected through meeting discussion logs over the period of time (2013-2016). It was thereafter transcribed and analyzed using qualitative research methodology and computer software NVivo. Results from the analysis will be presented in order to portray the teaching team’s transformation in multiple dimensions over the three years.
Song, M., & Hsieh, S., & Lai, S. (2017, June), The Journey to One: Teachers' Transformation in Multidisciplinary Cooperation on Engineering Education Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28984
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2017 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015