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A cognitive framework for understanding the role of students' expectations and motivations in interdisciplinary design collaboration
| Content Provider | Semantic Scholar |
|---|---|
| Author | Richter, David M. Paretti, Marie C. |
| Copyright Year | 2009 |
| Abstract | This paper presents an analysis of student expectations of and motivations for interdisciplinary collaboration using the concept of disciplinary egocentrism as a theoretical lens. Disciplinary egocentrism describes the inability to make productive connections between one's own discipline and the interdisciplinary topic and/or other disciplines. This paper builds on the theory by examining how expectations and motivations hinder or promote students' ability to cognitively engage in interdisciplinary collaboration. This approach provides an important link between the affective and cognitive domains, which in turn provides a critical framework for developing appropriate teaching practices. The findings are based on observations, interviews, and focus groups from a case study of an interdisciplinary green engineering capstone design course. The observation data shows significant gaps in students' ability to communicate of their expectations, motivations, and understandings of design. This gap in communication in turn correlates with struggles to form a cohesive team across disciplinary boundaries and establish productive design collaborations quickly. The focus group and interview data enhance the observations by revealing notable disciplinary differences between expectations and motivations of the students enrolled in the course. This finding reveals an additional area in which students may need guidance to overcome before being able to successfully collaborate on interdisciplinary teams. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://rees2009.pbworks.com/f/rees2009_submission_101.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
