Multidisciplinary capstone design projectsoffer students the opportunity to solve complexengineering problems that span multiple disciplinesthrough collaborative, team-based learning. Using amixed quantitative and qualitative approach, this studyexamines student experience in a multidisciplinarycapstone design course by analyzing how disciplinaryknowledge is applied, taught, and learned among teammembers. Our preliminary findings suggest correlationsbetween open communication, sharing of disciplinaryknowledge, and the likelihood of taking design risks.Future work will further explore the reasons behind thesecorrelations.
Adult Undergraduate Engineering Student Experience
