Interdisciplinary project types in engineering education

Kolmos, Anette; Holgaard, Jette Egelund; Routhe, Henrik Worm; Winther, Maiken; Bertel, Lykke

doi:10.1080/03043797.2023.2267476

Cited by 12 publications

(3 citation statements)

References 40 publications

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“…Therefore, when organizing and coordinating intercultural team activities, teachers and academic staff should consider the inclusion of students with diverse backgrounds not only in terms of different nationalities, but also in terms of the various ethnic groups and disciplines within engineering and beyond. This finding echoes previous studies which called for researchers to examine the societal and intercultural dimensions of broad interdisciplinary issues [100]. It has also been suggested that future works should elaborate further on aspects such as ethnicity, and comprehensively enhance intercultural diversity.…”

Section: Discussionsupporting

confidence: 79%

Engineering Students' Perspectives on the Learner Agency Development in an Intercultural PBL Context in Denmark

Jiang

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She obtained her Master degree in History of Education in 2018 from Beijing Normal University, China. She started her PhD in July 2020. Her PhD research focuses on the intercultural PBL context in engineering education, with a special focus on the adaptability and development of learner agency in such an environment. She also worked as a research assistant at the same time, focusing on student agency and engagement for sustainability in PBL. From 2021 to 2022, she joined a Europeanlevel project, SMART-ER Academy for the European Consortium of Innovative Universities (ECIU), where she collaborated with twelve European universities on completing a deliverable report. VII ACKNOWLEDGMENTS This PhD program started in July 2020 and finished in Nov 2023 at the Aalborg Center for PBL in Engineering Science and Sustainability under the auspices of UNESCO and Department of Planning & Institute for Advanced Study in PBL, Aalborg University. This wonderful journey has shaped me as a more independent researcher and has given me the passion and interest to do the research. I would like to express my deepest gratitude to the following individuals, who have contributed significantly to the completion of this PhD program.

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Section: Discussionsupporting

confidence: 79%

Engineering Students' Perspectives on the Learner Agency Development in an Intercultural PBL Context in Denmark

Jiang

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“…In recent decades, various international and national organizations have called for the reforming of engineering curricula and pedagogy to develop students' transversal skills, commonly named "21st century skills," such as the lifelong learning, collaboration, creativity, and systems thinking [1], [2], [3]. These skills are different to the more traditional, discipline-specific skills usually emphasized in engineering higher education [4], [5], [6], [7].…”

Section: Introductionmentioning

confidence: 99%

“…These drivers, together with others that began prior to them, require transformative changes to both curriculum and pedagogy. From a curriculum that is disciplineand knowledge-focused to interdisciplinary and "know-how"focused, and from a traditional pedagogy that is lecture-based to student-centered pedagogy involving active learning with more application, discussion, reflection, and teamwork [4], [5], [6], [7], [13].…”

Section: Introductionmentioning

confidence: 99%

Guest Editorial Special Issue on Transforming Engineering Education

Lavi,

Bertel,

2023

IEEE Trans. Educ.

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The transformation of engineering education is necessitated by the crucial need to develop students' transversal skills, often referred to as "21st century skills," so they can address complex, global challenges. This special issue accompanies the in-person 9th International Research Symposium for Problem-Based Learning (PBL) on the theme of transforming engineering education, which took place over June 21-23, 2023, in both campuses of Massachusetts Institute of Technology and Harvard School of Engineering and Applied Sciences. The issue features 11 papers selected through a rigorous review process, exploring various approaches and investigations aimed at facilitating the transformation of engineering education. Three themes feature frequently in the special issue, namely, PBL, first-year education, and technology integration in higher education. The guest editors suggest future studies should explore mixed methods research and comparative studies across countries and institutions. They also highlight the need for research into diversity, equity, and inclusion, interdisciplinary education, and pedagogical training for faculty. Overall, the papers in this special issue provide valuable insights and ideas for transforming engineering education, showcasing the global and local efforts being made in this field. The guest editors encourage engineering educators to learn from each other's experiences and adapt innovative solutions to their own educational contexts. The guest editors acknowledge the transformation of engineering education is a complex process, requiring time, effort, and strategic considerations; yet, this special issue demonstrates the potential for meaningful change.

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