2024 ASEE Annual Conference & Exposition

Designing IDPro: The Process of Establishing an Interdisciplinary Projects Program for Undergraduates

Presented at Multidisciplinary Engineering Division (MULTI) Technical Session 8

Vertically Integrated Projects (VIP) offer a unique pedagogical model to enrich undergraduate education through long-term, large-scale interdisciplinary projects. A core benefit of VIP is enabling students to bridge theoretical knowledge with practical applications that address real-world challenges. VIP facilitates experiential learning where students actively collaborate with faculty and peers, immersing themselves in ongoing research and cultivating skills from creativity to teamwork. Overall, VIP provides a holistic learning journey with immense potential to advance students’ academic and professional development. Inspired by the successful VIP model, the Interdisciplinary Projects Program (IDPro) has emerged as an interdisciplinary undergraduate project program. The development of IDPro drew from existing programs like VIP and undergraduate research groups to provide an enriched educational experience through long-term, large-scale projects spanning multiple disciplines. Key steps in developing IDPro included identifying aligned project themes, optimizing team structure, curriculum design, planning faculty mentoring, and implementation planning. Assessment planning focused on aligning outcomes to institutional and program goals. The program emphasizes community building and collaboration between diverse stakeholders. Challenges involved recruiting diverse projects, assessing individual contributions, facilitating interdisciplinary teams, and working across traditional academic units. This paper aims to show program development and inform other institutions looking to establish similar interdisciplinary, experiential learning programs.

Authors

Abdulrahman Alsharif Virginia Polytechnic Institute and State University [biography]

Abdulrahman M. Alsharif is a research assistant for the Engineering Education Department and a PhD candidate at Virginia Tech.
Dr. Mark Vincent Huerta http://orcid.org/https:// 0000-0003-2962-0724 Virginia Polytechnic Institute and State University [biography]

Mark Huerta is an Assistant Professor in the Department of Engineering Education at Virginia Tech. He earned his PhD in Engineering Education Systems & Design at Arizona State University and has a BS/MS in Biomedical Engineering. His research focuses on exploring and understanding engineering learning environments. He harnesses these insights to propose solutions that encourage the creation of safe and inclusive educational environments conducive to learning, professional development, and innovation. His research interests include graduate student mentorship, faculty development, mental health and well-being, teamwork and group dynamics, and the design of project-based learning classes.
Dr. David Gray http://orcid.org/0000-0003-0159-9150 Virginia Polytechnic Institute and State University [biography]

Dr. Gray receieved his B.S. in Electrical and Computer Engineering from Virginia Tech in 2000. He then earned a M.S. and a Ph.D. in Materials Science and Engineering from Virginia Tech in 2002 and 2010, respectively. Much of his graduate education focus
Dr. Lisa D. McNair http://orcid.org/0000-0001-6654-2337 Virginia Polytechnic Institute and State University [biography]

Lisa D. McNair is a Professor of Engineering Education at Virginia Tech, where she also serves as Deputy Executive Director of the Institute for Creativity, Arts, and Technology (ICAT).

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