This work-in-progress empirical research paper aims to describe and define the process of engaging stakeholders and gaining buy-in for a new vertically integrated project-based learning class offered at a large mid-Atlantic research university. This course was designed in part to provide undergraduate students the opportunity to engage in hands-on learning at the 2000 and 4000 levels to increase personal competencies, but now also seeks to fill a new “bridge experience” requirement in the students’ plan of study. This study addresses the research questions: How can stakeholders in higher education be engaged to create buy-in for this program? What is its impact on the bridge experience program?
From a pilot in the 2023-2024 academic year, over eighty students enrolled in this Interdisciplinary Projects (IDPro) course, and most (59.6%) were from the College of Engineering. To scale the class to be truly interdisciplinary, rather than just engineering and science, the research team began to identify stakeholders on the campus using a power-interest grid to determine influence, interest, and needs for each. Stakeholders were identified as belonging to one of four groups in this study which include Student Advisement/Enrollment, Bridge Experience Leadership, Upper University Leadership, and Currently/Previously Enrolled Students. With a wide range of stakeholders identified, the communication styles and interests of each vary dramatically.
So far, the authors have met with advisors from six departments outside of the College of Engineering and secured buy-in from the engineering departments. The authors have also developed stakeholder mappings of the various degrees of current involvement vs interest, with particular attention to the influence of the bridge experience requirement. course sequencing. For the students currently and previously enrolled in IDPro, the team also seek information about the impact of course sequencing, amount of credit hours needed and available, when the experience took place, and how students learned about enrolling in the course.
As the bridge experience is in its first year, the authors intend to continue working closely with the leadership team responsible for ensuring students are obtaining this experience to make sure IDPro continues to be an option for the students. The authors plan to do additional stakeholder mapping and involvement meetings, including student project showcase days, to highlight the diverse experiences happening in the course. Additionally, the authors plan to delve deeper into student academic plans to determine the average course sequencing and where IDPro fits best in different academic schedules and advising meetings.
The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025