Coordinating opportunistic interdisciplinary projects across single- discipline capstone courses

• Autores: Catherine D. D. Bowman, Linda T. Elkins Tanton, Dean Bacalzo, Paul Howell, Eric J. Montgomery, Alfred Sanft, Dillon Briggs, Yigao Chen, Daniel McCarville, Ryan Meuth, Ming Zhao
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 35, no. Extra 6 (Parte B), 2019 (Ejemplar dedicado a: Selected Papers from the 2018 Capstone Design Conference), págs. 1983-1992
• Idioma: inglés
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• Resumen

  • There is increasing interest in developing interdisciplinary capstone courses in which students from different majors enroll to worktogether on complex, real-world projects. Creation of new interdisciplinary capstone courses may not be feasible for somedepartments or institutions, however, due to administrative or funding complexities. As an alternative, the inclusion of interdisciplinaryprojectsengaging students enrolled in separate single-discipline capstone courses may offer the opportunity toundertake interesting projects, or engage with certain sponsors, that would not be possible without the contributions of studentsfrom diverse disciplines. Having such projects undertaken by interdisciplinary teams of students who remain in their single-discipline capstone courses does not reduce, and may amplify, the challenges found in full-fledged interdisciplinary capstone courses(e.g., misaligned schedules, differing requirements, and unfamiliar working cultures). This paper provides findings from the pilotyear of a series of opportunistic interdisciplinary capstone projects associated with NASA’s Psyche Asteroid Mission involvingstudents from computer science, computer systems engineering, engineering management, industrial design, and graphic design. Thefindings highlight the importance of close communication and flexibility between faculty and identify a novel and potentially-replicable approach of including project management capstone students on interdisciplinary teams. The paper also describeschanges that were implemented for the national expansion of the program with the 2018–2019 academic year and provides earlylessons learned associated with those changes, outlining a plan for iterative improvement.