Experienced Learning Outcomes for Interdisciplinary Projects in Engineering Education

Contribution: This research paper contributes to engineering education research with a framework for interdisciplinary learning outcomes based on students' experiences from participation in an interdisciplinary project for engineering students. A theoretical frame of reference is developed to analyze students' experience with interdisciplinary projects. Background: Engineers are important stakeholders in solving complex global challenges, and faculties have a very important role in educating engineers with the necessary competences. However, research finds many challenges when engineering students work with complex problems in an interdisciplinary setting crossing different disciplinary boundaries. 

Research Question: What cognitive learning outcomes are experienced by engineering students when working on interdisciplinary problem-based projects across engineering disciplines? 

Methodology: The case study draws on insights from interdisciplinary projects involving students from different yet related disciplines (referred to as narrow interdisciplinary projects) in spring 2022. The study followed 18 engineering groups during the spring semester of 2022. The students were all from The Faculty of Engineering and Science and belonging to the programs: Energy, Materials & Production, and Construction. The students worked together in clusters on different narrow interdisciplinary engineering projects (leadENG). Data was collected through eight qualitative group interviews and observations from meetings, status seminars, etc. Interview data was transcribed and analyzed in NVivo using a data-driven approach and afterward categorized according to the model for learning outcomes. 

Findings: A list of intended learning outcomes was compiled for students working on narrow interdisciplinary problems in relation to interdisciplinary understanding, reflexivity, enactment, and coordination. The findings highlight the importance of coordination in an interdisciplinary setup and suggest more focus on student leadership in engineering education.