Abstract
AbstractBackgroundSocietal 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).
Highlights
Today's social, economic, environmental, and medical challenges are complex and often open ended and ill-defined (Gómez Puente, Van Eijck, & Jochems, 2013a)
This review provides an analysis of studies exploring interdisciplinary courses and curricula in higher engineering education
The descriptive results indicate that a majority of the included studies used a case study approach to investigate professional skills, problem-based learning (PBL), or interdisciplinary learning
Summary
Today's social, economic, environmental, and medical challenges are complex and often open ended and ill-defined (Gómez Puente, Van Eijck, & Jochems, 2013a). Future engineers need the ability to access, understand, evaluate, synthesize, and apply perspectives and knowledge from fields other than their own (Czerniak, 2007) This ability would help engineers consider a large range of environmental and social factors for approaching contemporary challenges (Lattuca, Knight, & Bergom, 2013). In response to these demands, the implementation of interdisciplinary engineering education (IEE) is recommended (Lattuca, 2001) to train engineering students to bring together combinations of theories, concepts, and methods from different disciplines in a single context (Lattuca, Voight, & Fath, 2004). There is a limited understanding of what resources hinder the development of engineering programs designed to support interdisciplinarity (support)
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