Feasibility of developing a sustainable multidisciplinary senior capstone experience

Abstract

Today's undergraduate engineering students will enter a workforce that requires a multidisciplinary approach to problem-solving. According to data from the National Science Foundation1 and the National Academy of Engineering2 a multidisciplinary problem-solving approach is increasingly a critical component of the nations' innovation infrastructure. Although both academic and industry professionals agree on the importance of providing students the opportunity to work on multidisciplinary teams, many institutions struggle to create these opportunities within their curriculum. This paper will examine the benefits and challenges of creating a multidisciplinary senior capstone course from the perspective of engineering faculty.