TY - JOUR
T1 - Interdisciplinary engineering education
T2 - A review of vision, teaching, and support
AU - Van den Beemt, Antoine
AU - MacLeod, Miles
AU - Van der Veen, Jan
AU - Van de Ven, Anne
AU - van Baalen, Sophie
AU - Klaassen, Renate
AU - Boon, Mieke
PY - 2020
Y1 - 2020
N2 - Background: Societal challenges that call for a new type of engineer suggest the need for the implementation of interdisciplinary engineering education (IEE). The aim of IEE is to train engineering students to bring together expertise from different disciplines in a single context. This review synthesizes IEE research with a focus on characterizing vision, teaching practices, and support. Purpose: We aim to show how IEE is conceptualized, implemented, and facilitated in higher engineering education at the levels of curricula and courses. This aim leads to two research questions:. What aspects of vision, teaching, and support have emerged as topics of interest in empirical studies of IEE?. What points of attention regarding vision, teaching, and support can be identified in empirical studies of IEE as supporting or challenging IEE?. Scope/Method: Ninety-nine studies published between 2005 and 2016 were included in a qualitative analysis across studies. The procedure included formulation of research questions, searching and screening of studies according to inclusion/exclusion criteria, description of study characteristics, appraisal, and synthesis of results. Conclusions: Challenges exist for identifying clear learning goals and assessments for interdisciplinary education in engineering (vision). Most pedagogy for interdisciplinary learning is designed to promote collaborative teamwork requiring organization and team management. Our review suggests that developing interdisciplinary skills, knowledge, and values needs sound pedagogy and teaming experiences that provide students with authentic ways of engaging in interdisciplinary practice (teaching). Furthermore, there is a limited understanding of what resources hinder the development of engineering programs designed to support interdisciplinarity (support).
AB - Background: Societal challenges that call for a new type of engineer suggest the need for the implementation of interdisciplinary engineering education (IEE). The aim of IEE is to train engineering students to bring together expertise from different disciplines in a single context. This review synthesizes IEE research with a focus on characterizing vision, teaching practices, and support. Purpose: We aim to show how IEE is conceptualized, implemented, and facilitated in higher engineering education at the levels of curricula and courses. This aim leads to two research questions:. What aspects of vision, teaching, and support have emerged as topics of interest in empirical studies of IEE?. What points of attention regarding vision, teaching, and support can be identified in empirical studies of IEE as supporting or challenging IEE?. Scope/Method: Ninety-nine studies published between 2005 and 2016 were included in a qualitative analysis across studies. The procedure included formulation of research questions, searching and screening of studies according to inclusion/exclusion criteria, description of study characteristics, appraisal, and synthesis of results. Conclusions: Challenges exist for identifying clear learning goals and assessments for interdisciplinary education in engineering (vision). Most pedagogy for interdisciplinary learning is designed to promote collaborative teamwork requiring organization and team management. Our review suggests that developing interdisciplinary skills, knowledge, and values needs sound pedagogy and teaming experiences that provide students with authentic ways of engaging in interdisciplinary practice (teaching). Furthermore, there is a limited understanding of what resources hinder the development of engineering programs designed to support interdisciplinarity (support).
KW - engineering curriculum
KW - higher education
KW - interdisciplinary
KW - teaching and learning
UR - http://www.scopus.com/inward/record.url?scp=85087146586&partnerID=8YFLogxK
U2 - 10.1002/jee.20347
DO - 10.1002/jee.20347
M3 - Review article
AN - SCOPUS:85087146586
SN - 1069-4730
VL - 109
SP - 508
EP - 555
JO - Global Journal of Engineering Education
JF - Global Journal of Engineering Education
IS - 3
ER -