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

Antoine van den Beemt; Miles MacLeod; Jan van der Veen; Anne Van de Ven; Sophie van Baalen; Renate Klaassen; Mieke Boon

doi:10.1002/jee.20347

journal article Open Access Jun 30, 2020

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

Antoine van den Beemt

Miles MacLeod

Jan van der Veen

Anne Van de Ven Sophie van Baalen

Renate Klaassen Mieke Boon

Journal of Engineering Education Vol. 109 No. 3 pp. 508-555 · Wiley

View at Publisher Save 10.1002/jee.20347

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).

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Metrics

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Citations

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References

Details

Published: Jun 30, 2020
Vol/Issue: 109(3)
Pages: 508-555
License: View

Authors

A

Antoine van den Beemt

Eindhoven University of Technology Eindhoven The Netherlands

M

Miles MacLeod

University of Twente Enschede The Netherlands

J

Jan van der Veen

University of Twente Enschede The Netherlands

A

Anne Van de Ven

Eindhoven University of Technology Eindhoven The Netherlands

S

Sophie van Baalen

University of Twente Enschede The Netherlands

R

Renate Klaassen

Delft University of Technology Delft The Netherlands

M

Mieke Boon

University of Twente Enschede The Netherlands

Funding

4TU/Centre for Engineering Education

Cite This Article

Antoine van den Beemt, Miles MacLeod, Jan van der Veen, et al. (2020). Interdisciplinary engineering education: A review of vision, teaching, and support. Journal of Engineering Education, 109(3), 508-555. https://doi.org/10.1002/jee.20347

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

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