Scaffolding Interdisciplinary Project-Based Learning: a Case Study

Miles A.J. MacLeod, Jan T. van der Veen* (Corresponding Author)

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

12 Citations (Scopus)
210 Downloads (Pure)

Abstract

Can you ask students from three different bachelor programmes to help solve planning and routeing problems for hospitals? In the presented case an interdisciplinary approach was shown to be successful after some redesign. Students from Applied Mathematics, Civil Engineering and Industrial & Engineering Management jointly designed solutions for ‘traffic’ to and through the hospital using stochastic modelling. Importantly this project was scaffolded through coursework, supervision and problem-design. The particular scaffolding strategy employed by the teaching team offers other teacher teams ideas for making interdisciplinary project-based learning a more effective learning opportunity. At the same time we need to ensure that students feel at home in their own programme and will be empowered to work with other specialists.
Original languageEnglish
Pages (from-to)363-377
JournalEuropean journal of engineering education
Volume45
Issue number3
Early online date30 Jul 2019
DOIs
Publication statusPublished - 2020

Keywords

  • UT-Hybrid-D

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