Development of a Pedagogical Model to Help Engineering Faculty Design Interdisciplinary Curricula

Autor/inn/en	Navarro, Maria; Foutz, Timothy; Thompson, Sidney; Singer, Kerri Patrick
Titel	Development of a Pedagogical Model to Help Engineering Faculty Design Interdisciplinary Curricula
Quelle	In: International Journal of Teaching and Learning in Higher Education, 28 (2016) 3, S.372-384 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Teaching Methods; Engineering Education; Curriculum Design; College Faculty; Student Attitudes; Teacher Attitudes; College Students; Guidelines; Humanities; Social Sciences; Outcomes of Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ingenieurausbildung; Lehrplangestaltung; Fakultät; Schülerverhalten; Lehrerverhalten; Collegestudent; Richtlinien; Geisteswissenschaften; Humanwissenschaften; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Lernleistung; Schulerfolg
Abstract	The purpose of this study was to develop a model to help engineering faculty overcome the challenges they face when asked to design and implement interdisciplinary curricula. Researchers at a U.S. University worked with an Interdisciplinary Consultant Team and prepared a steering document with Guiding Principles and Essential Elements for the design, implementation, and evaluation of integrative curricula in engineering education. The team also developed exemplar materials (Integrative Learning Module) to provide a practical example and demonstrate how the tools provided could be used in the development of new curricula. The Guiding Principles, Essential Elements, and Integrative Learning Module were evaluated by faculty and students who provided feedback for their improvement. Faculty indicated that the tools provided were appropriate guidelines for faculty, but they indicated that the Integrative Learning Module was too long to be a manageable example. Students agreed about the need for more interactive, real-world applications of engineering concepts, but they expressed differences of opinion regarding how humanities and social sciences topics should be addressed in the engineering curriculum. Students who participated in a course modeling the Integrative Learning Module were satisfied with its use and learning outcomes. After the course, these students were able to explain the importance of problem definition, process, and disciplinary integration in engineering work. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01