Scaffolding Interdisciplinary Project-Based Learning: a Case Study

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

Research output: Contribution to journalArticleAcademicpeer-review

12 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
JournalEuropean journal of engineering education
DOIs
Publication statusE-pub ahead of print/First online - 30 Jul 2019

Fingerprint

Students
engineering
learning
team teaching
student
bachelor
Civil engineering
supervision
Teaching
mathematics
traffic
Planning
planning
teacher
management

Cite this

@article{94811548fa2046e1a64db328ffd5d7e0,
title = "Scaffolding Interdisciplinary Project-Based Learning: a Case Study",
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.",
author = "MacLeod, {Miles A.J.} and {van der Veen}, {Jan T.}",
year = "2019",
month = "7",
day = "30",
doi = "10.1080/03043797.2019.1646210",
language = "English",
journal = "European journal of engineering education",
issn = "0304-3797",
publisher = "Taylor & Francis",

}

TY - JOUR

T1 - Scaffolding Interdisciplinary Project-Based Learning: a Case Study

AU - MacLeod, Miles A.J.

AU - van der Veen, Jan T.

PY - 2019/7/30

Y1 - 2019/7/30

N2 - 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.

AB - 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.

U2 - 10.1080/03043797.2019.1646210

DO - 10.1080/03043797.2019.1646210

M3 - Article

JO - European journal of engineering education

JF - European journal of engineering education

SN - 0304-3797

ER -