Interdisciplinary Learning through a Connected Classroom* STEVE E. WATKINS, RICHARD H. HALL, K. CHANDRASHEKHARA and JULIE M. BAKER University of Missouri-Rolla, 121 EECH, Rolla, MO 65409-0040 USA. E-mail: watkins@umr.edu An interdisciplinary course is described whose learning objectives were to build foundational knowledge, collaborative skills, and functional knowledge in an advanced technical area. The `connected-classroom' instructional design stressed active, collaborative learning through a struc- tured combination of World-Wide-Web-based tutorials, lecture supplemented with Socratic dialogue, role-based group assignments, and applied laboratories. A characteristic that makes interdisciplinary courses difficult, namely the mixed student backgrounds, was used to guide collaborative activities and to promote an interconnected view of concepts. Over three semesters, the course format and components were implemented, assessed, and revised based on the assessments. Learning effectiveness was strongly influenced by the course components that addressed disparities in student background and that linked foundational concepts to applications. Senior undergraduates and graduate students from electrical engineering, computer engineering, mechanical engineering, aerospace engineering, and civil engineering participated. The topical area was composite materials and sensor systems for smart structures. INTRODUCTION MANY VITAL technologies encompass multiple engineering disciplines. Engineers must interact with technical peers in other disciplines at all stages of design, development and application. In particular, the transfer of new multidisciplinary technologies to application can be limited by the interdisciplinary knowledge and abilities of engi- neers. Consequently, the needs for engineering education to cross traditional boundaries and to develop soft skills are widely recognized [1]. Current accreditation criteria address this need directly by requiring that engineering graduates demonstrate an ability to function on multidisciplinary teams [2]. Nontraditional educational models can help achieve this outcome. A fundamental approach to education innova- tion is to make the learning process more focused on student needs [3]. Courses can be designed to inte- grate cognitive sciences understanding, e.g. cogni- tive flexibility theory, cooperative learning theory, and situated action theory, and to benefit from advance information technologies and capabilities. A `connected-classroom' design stresses active, collaborative interaction which: . promotes active, student-centered learning with less emphasis on lecture [4]; . emphasizes communication and collaborative skills especially in interdisciplinary settings [5]; . incorporates hands-on activities to link founda- tional knowledge to a `real-life' context [6, 7]. Also, World-Wide-Web (WWW) resources can actively engage students through interactivity and multimedia and can provide great flexibility through asynchronous access and hyperlinked content [8]. The effectiveness of various educa- tional techniques are shown in isolation typically; the integration or comprehensive application of multiple approaches are less common. This work describes a curriculum model for training engineers with interdisciplinary skills and experiences. We are part of the Smart Engineering Group, an interdisciplinary faculty team in the smart structures area, at the University of Missouri-Rolla (UMR). The course concept grew out of our group experiences as researchers and student advisors. This research examines the result- ing course for the senior-elective/introductory- graduate level. Students from electrical engineering, computer engineering, mechanical engineering, aerospace engineering, and civil engineering parti- cipated. Instructional delivery components were selected using a cognitive sciences approach and were modified based on various student measures and an external evaluation committee. An asso- ciated WWW site is the focal environment for student learning and its hyperlinked structure mirrored the interconnectedness of the activities and the content area. The instructional approach was successfully applied in three iterations and received favorable student ratings. PROJECT OVERVIEW Interdisciplinary learning environment The learning objectives of the interdisciplinary course are: 1. To integrate cross-disciplinary knowledge. 2. To build interdisciplinary collaborative skills. 3. To gain related applied experience. * Accepted 7 October 2003. 176 Int. J. Engng Ed. Vol. 20, No. 2, pp. 176±187, 2004 0949-149X/91 $3.00+0.00 Printed in Great Britain. # 2004 TEMPUS Publications.