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The purpose of this paper is to give an overview of the interdisciplinary project programme implemented by the Faculty of Technology at Plymouth University teamed with three Royal Academy of Engineering Visiting Professors in Principles of Engineering Design. We examine the challenges encountered in developing such a scheme and identify the processes that were put in place to ensure the quality of the course and to support and maximize student performance. Prior to commencement of the programme the Dean and Vice Chancellor had developed clear objectives and expectations for building upon the significant achievements of the six schools comprising the Faculty of Technology. These objectives were: (a) For the Faculty: • Provide a focus and impetus for the development of multidisciplinary design in a new portfolio of Masters-level (4 year) engineering courses. • Enhance the teaching of design in all engineering courses. • Strengthen a design-oriented approach to all teaching in engineering courses. • Enhance students' enthusiasm and awareness through greater contact with senior practitioners. • Improve the understanding of both staff and students concerning the principles of modern engineering design and manufacturing/construction in contemporary professional practice. • Provide experience and an understanding of the value of interdisciplinary working. (b) For the students: • Give students the opportunity to tackle problems outside their disciplines. • Help students understand the relationships between different disciplines. • Develop innovative and creative solutions to open-ended problems. • Develop management skills. • Develop personal and interpersonal skills. • Focus on developing team-working skills. • Develop communications and presentation skills. In addition to providing students with a significant intellectual challenge the interdisciplinary project is designed to help them gain a broader insight into problem-solving and in dealing with uncertainty--the essences of engineering. Our experience leads us to believe that both undergraduate and postgraduate engineering students would benefit from working in interdisciplinary teams whilst at university and that having done so they would leave university better fitted for careers in engineering.
G. W. Skates (Sun,) studied this question.