A CASE STUDY OF INTEGRATED MULTIDISCIPLINARY PROJECTBASED LEARNING IN POLYTECHNIC EDUCATION

A CASE STUDY OF INTEGRATED MULTIDISCIPLINARY PROJECTBASED LEARNING IN POLYTECHNIC EDUCATION

V. Prabhu, P. Lim, K. Wee, H. Gardner (2018).  A CASE STUDY OF INTEGRATED MULTIDISCIPLINARY PROJECTBASED LEARNING IN POLYTECHNIC EDUCATION . 11.

Project Based Learning (PBL) is an innovative pedagogical approach to applied learning that instils critical life skills into students, making them ready to face the challenges of the 21st century. Integrating multidisciplinary and team-based instruction into the PBL makes the approach even better because students can acquire teamwork, communication, and life-long learning skills and develop an appreciation for other disciplines. This paper describes a case study of the Integrated Multidisciplinary Project (IMP) programme conducted at Nanyang Polytechnic, Singapore in which students from different faculties such as engineering, business management, chemical and life sciences, health sciences, and interactive and digital media came together to work on real-life projects over a period of six months using an underlying methodology of Design Thinking. All twelve teams successfully developed working prototypes, presented their projects in public settings, demonstrated growing levels of diverse technical and life skills through the project and reflected on their learning journey in the end to identify their strengths and areas of improvement. All the students provided positive feedback on the impact that the IMP programme had on their personal and professional development. Finally, this paper also examines the challenges faced in the implementation of IMP and discusses the potential improvements to the programme. 

Authors (New): 
Vinayak Prabhu
Peter Lim
Kwek Siew Wee
Hannah Gardner
Pages: 
11
Affiliations: 
Nanyang Polytechnic, Singapore
Keywords: 
Integrated Multidisciplinary Project
Project based learning
Real-Life Projects
design thinking
21st Century Skills
CDIO Standard 3
CDIO Standard 5
CDIO Standard 7
Year: 
2018-01-01 00:00:00
Reference: 
Behdinan, K., Pop-Iliev, R., & Foster, J. (2015). WHAT CONSTITUTES A MULTIDISCIPLINARY CAPSTONE DESIGN COURSE? BEST PRACTICES, SUCCESSES AND CHALLENGES. Proceedings of the Canadian Engineering Education Association. : 
Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. The Clearing House(83), 39-43. : 
Berglund, F., Johannesson, H., & Gustafsson, G. (2007). Multidisciplinary project-based product development learning in collaboration with industry. Proceedings of the 3rd International CDIO Conference. Cambridge, Massachusetts: 
Buck Institute of Education. (2015, April 21). Gold Standard PBL: Essential Project Design Elements. Retrieved July 15, 2017, from PBL Blog: https://www.bie.org/blog/gold_standard_pbl_essential_project_design_elements: 
CDIO. (n.d.). CDIO Standards 2.0. Retrieved July 15, 2017, from CDIO Web Site: www.cdio.org : 
Finnie, D., Fersterer, C., Qi, Z. T., & Terpstra, C. (2014). A student project development for multidisciplinary programs at Otago Polytechnic. In 25th Annual Conference of the Australasian Association for Engineering Education: Engineering the Knowledge Economy: Collaboration, Engagement & Employability (p. 932). School of Engineering & Advanced Technology, Massey University: 
Jahanian, S., & Matthews, J. M. (1999). Multidisciplinary project: a tool for learning the subject. Journal of Engineering Education, 88(2), 153-158. : 
King, K. G., & Herrmann, J. W. (2015). Learning outcomes for a multidisciplinary undergraduate honors program: development, measurement, and continuous improvement. Quality Approaches in Higher Education Volume 6, No. 1• February 2015, 4. : 
Lunev, A., Petrova, I. & Zaripova, V. (2013). Competency-based models of learning for engineers: a comparison. European Journal of Engineering Education 38(5) 543– 555. : 
Macklin, J., & King, K. G. (2015, June). 20 Years of Multidisciplinary Capstone Projects: Design, Implementation, and Assessment. In 2015 ASEE Annual Conference & Exposition (pp. 26-13). : 
Melles, G., Howard, Z., & Thompson-Whiteside, S. (2012). Teaching design thinking: Expanding horizons in design eduction. Procedia-Social and Behavioral Sciences(31), 162-166. : 
Nanyang Polytechnic. (2018, Jan 4). Retrieved Jan 9, 2018, from www.nyp.edu.sg : 
Reeve, Edward M. "21st century skills needed by students in technical and vocational education and training (TVET)." Asian International Journal of Social Sciences 16, no. 4 (2016): 65-82. : 
Scarbrough, H., Swan, J., Laurent, S., Bresnen, M., Edelman, L., & Newell, S. (2004). Project-based learning and the role of learning boundaries. Organization studies, 25(9), 1579-1600. : 
Smart Nation and Digital Government Office. (2017). Initiatives. Retrieved July 15, 2017, from Smart Nation Singapore: https://www.smartnation.sg/initiatives : 
Stozhko, N., Bortnik, B., Mironova, L., Tchernysheva, A., & Podshivalova, E. (2015). Interdisciplinary project-based learning: technology for improving student cognition. Research in Learning Technology, 23(1), 27577. : 
Takemata, K., Kodaka, A., Minamidei, A. & Nakamura, S. (2013). Engineering projectbased learning under the CDIO concept. Proceeding of 2013 IEEE International Conference on the Teaching, Assessment and Learning for Engineering, IEEE, 258–261.: 
Zhou, C. (2012). Integrating creativity training into Problem and Project-Based Learning curriculum in engineering education. European Journal of Engineering Education 37(5), 488-499. : 
Go to top
randomness