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

机译：跨学科工程教育：审查视野，教学和支持

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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).
机译：摘要呼吁新型工程师的社会挑战表明需要实施跨学科工程教育（IEE）。 IEE的目标是培养工程学生，在一个背景下将来自不同学科的专业知识。该审查综合综合研究了IEE研究，以表征愿景，教学实践和支持。目的，我们的目标是展示IEE在课程和课程水平的高等工程教育中如何概念化，实施和促进。这一目标导致了两项研究问题：愿景，教学和支持的哪些方面被出现为对IEE实证研究的兴趣主题？可以在IEE的实证研究中确定有关视野，教学和支持的关注点，因为支持或挑战IEE？ 2005年至2016年间发布的范围/方法九十九项研究涉及跨研究的定性分析。该程序包括根据包含/排除标准的研究，研究和筛查研究，研究特征，评估和结果的合成。结论存在识别工程（愿景）跨学科教育的清晰学习目标和评估的挑战。最具教育学的跨学科学习旨在促进需要组织和团队管理的协同团队合作。我们的评论表明，制定跨学科技能，知识和价值观需要声音教育和团队的经验，为学生提供了真正的参与跨学科实践（教学）。此外，有限地了解资源阻碍了旨在支持跨学科（支持）的工程计划的发展。

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