期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2015
语种：English
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Multidisciplinary capstone design projects offer students the opportunity to solve complex engineering problems that span multiple disciplines through collaborative, team-based learning. Using a mixed quantitative and qualitative approach, this study examines student experience in a multidisciplinary capstone design course by analyzing how disciplinary knowledge is applied, taught, and learned among team members. Our preliminary findings suggest correlations between open communication, sharing of disciplinary knowledge, and the likelihood of taking design risks. Future work will further explore the reasons behind these correlations.
