NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1254557
Record Type: Journal
Publication Date: 2020
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0304-3797
Scaffolding Interdisciplinary Project-Based Learning: A Case Study
MacLeod, Miles; van der Veen, Jan T.
European Journal of Engineering Education, v45 n3 p363-377 2020
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.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A