Project-based Learning within a Large-Scale Interdisciplinary Research Effort

Abstract

The modern engineering landscape increasingly requires a range of skills to successfully integrate complex systems. Project-based learning is used to help students build professional skills. However, it is typically applied to small teams and small efforts. This paper describes an experience in engaging a large number of students in research projects within a multi-year interdisciplinary research effort. The projects expose the students to various disciplines in Computer Science (embedded systems, algorithm design, networking), Electrical Engineering (circuit design, wireless communications, hardware prototyping), and Applied Physics (thin-film battery design, solar cell fabrication). While a student project is usually focused on one discipline area, it requires interaction with at least two other areas. Over 5 years, 180 semester-long projects have been completed. The students were a diverse group of high school, undergraduate, and M.S. Computer Science, Computer Engineering, and Electrical Engineering students. Some of the approaches that were taken to facilitate student learning are real-world system development constraints, regular cross-group meetings, and extensive involvement of Ph.D. students in student mentorship and knowledge transfer. To assess the approaches, a survey was conducted among the participating students. The results demonstrate the effectiveness of the approaches. For example, 70% of the students surveyed indicated that working on their research project improved their ability to function on multidisciplinary teams more than coursework, internships, or any other activity.

Developing Research Skills for the Future Workplace through Interdisciplinary Near-Peer Mentoring

“…Furthermore, the rationale for interdisciplinary collaboration should be emphasised throughout the process. Although we assumed that we made the rationale for collaboration clear at the outset, there appears to have been a need for re-emphasis, also in terms of how different disciplines bring unique insights and skills to collaborative student projects (see e.g., Goring et al 2014;Juhl, Yearsley and Silva 2007;Margolies et al 2014). Lastly, involving mentors in the research design and planning at the outset may serve to foster greater 'ownership' of the project, leading to more positive experiences of the mentoring programme and practical research experience for the mentors themselves.…”