Interdisciplinary engineering education: A review of vision, teaching, and support

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 synthe...

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Published in:	Journal of engineering education (Washington, D.C.) Vol. 109; no. 3; pp. 508 - 555
Main Authors:	Van den Beemt, Antoine, MacLeod, Miles, Van der Veen, Jan, Van de Ven, Anne, Baalen, Sophie, Klaassen, Renate, Boon, Mieke
Format:	Journal Article
Language:	English
Published:	Hoboken, USA John Wiley & Sons, Inc 01.07.2020 Wiley Blackwell Publishing Ltd
Subjects:	Administrative Organization Curricula Education Empirical analysis Engineering engineering curriculum Engineering Education Higher Education interdisciplinary Interdisciplinary Approach Interdisciplinary aspects Learning Pedagogy Qualitative analysis Qualitative Research Questions Research Reports Students teaching and learning Teaching Methods Teamwork Vision
ISSN:	1069-4730, 2168-9830
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Abstract	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).
AbstractList	BackgroundSocietal 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.PurposeWe 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/MethodNinety‐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.ConclusionsChallenges 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). 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). 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).
Audience	Higher Education Postsecondary Education
Author	Van den Beemt, Antoine Van de Ven, Anne Van der Veen, Jan Klaassen, Renate Boon, Mieke MacLeod, Miles Baalen, Sophie
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Publisher	John Wiley & Sons, Inc Wiley Blackwell Publishing Ltd
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Snippet	Background Societal challenges that call for a new type of engineer suggest the need for the implementation of interdisciplinary engineering education (IEE).... Background: Societal challenges that call for a new type of engineer suggest the need for the implementation of interdisciplinary engineering education (IEE).... BackgroundSocietal challenges that call for a new type of engineer suggest the need for the implementation of interdisciplinary engineering education (IEE)....
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StartPage	508
SubjectTerms	Administrative Organization Curricula Education Empirical analysis Engineering engineering curriculum Engineering Education Higher Education interdisciplinary Interdisciplinary Approach Interdisciplinary aspects Learning Pedagogy Qualitative analysis Qualitative Research Questions Research Reports Students teaching and learning Teaching Methods Teamwork Vision
Title	Interdisciplinary engineering education: A review of vision, teaching, and support
URI	https://onlinelibrary.wiley.com/doi/abs/10.1002%2Fjee.20347 http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1261201 https://www.proquest.com/docview/2426119125
Volume	109
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