• Journal of Engineering Education Research
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• v.15 no.5
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• pp.60-63
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• 2012

This paper is about one practical case on applying interdisciplinary collaboration on the education of technical writing and presentation for the engineering students. There are many points for the collaboration on various stages. Points of collaboration from the literature faculty and engineering faculty are discussed. Also collaboration forms in each educational stage are discussed. Finally a practical case of applying the collaboration scheme are described based on a real class example.

• Architectural research
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• v.15 no.3
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• pp.111-121
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• 2013

This paper examines the interdisciplinary practice within design realms including urban planning, architecture, landscape architecture and interior design. It discusses the pedagogical approaches at design schools to foster designers capable of design challenge with interdisciplinary skills. As the complexity of contemporary multicultural society increasingly requires a higher level of expertise in professional service, no individual designer can be expert in all fragmented expertise across the whole design and associated engineering areas. A designer, therefore, should rely on the expertise of other practitioners in areas where he or she doesn't possess proficiency and educational background. From this sense the need of interdisciplinary approaches across diverse range of design and engineering through the collaboration is rising. Historically most of discussion made on interdisciplinary approaches is limited to collaboration between architecture and supporting engineering. This paper focuses on the collaboration with design realms. Three case studies done in an interdisciplinary firm are explored, focusing on design process that is non-linear and complementary. Finally the integrative pedagogical approaches to provide students with more exposure to allied disciplines are navigated with exemplary student work from interdisciplinary design studio.

• Journal of Korea Technology Innovation Society
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• v.2 no.1
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• pp.28-43
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• 1999

Interdisciplinary research collaboration(IRC), reflected in 3,184 response of 1997 survey in Korea, is very common. IRC within same disciplines is 60%, and IRC with other disciplines is 40%. IRC with Humanities and Social Science is 11%. Policy expectations for interdisciplinary collaboration are very different depending on disciplines. The difference between disciplines and fields such as Natural Science, Life Science and Engineering is quite noticeable. Policies for interdisciplinary research collaboration are recommended to reflect the different tendencies between disciplines, at least between fields.

• 제어로봇시스템학회:학술대회논문집
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• 2000.10a
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• pp.529-529
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• 2000

The collaboration of art and technology has been gaining much popularity recently. However, during the collaborating process, proper interactions between these interdisciplinary areas often do not occur. Recent collaborations by ASTA(Arts, Sciences & Technology in Asia), an interdisciplinary project team of artists and engineers, are introduced to explore some desirable virtues for the successful practices of interdisciplinary.

• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.151-166
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• 2023

This study identified the perceptions of science and technology researchers about interdisciplinary collaboration and the difficulties experienced in the collaboration process and the types of strategies they set up to overcome them. For this study, a questionnaire was developed with five-point Likert-scale questions that confirm attitudes toward interdisciplinary collaboration and qualitative questions that describe difficulties and strategies to overcome difficulties experienced in the collaboration experience. A total of 79 domestic science and technology researchers responded to the survey, and the collected data were analyzed quantitatively and qualitatively. As a result of the study, it was confirmed that the recognition of the efficacy of collaboration had an important influence on the intention of collaboration, but the level of the recognition of the efficacy of collaboration was relatively low. In addition, there were four types of difficulties in the interdisciplinary collaboration process, and seven types of strategies were identified to overcome these. Based on these findings, it was suggested that convergence education should reflect the pluralistic nature of modern science and the features of various collaborations that occur within it.

• Perspectives in Nursing Science
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• v.4 no.1
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• pp.35-40
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• 2007

Today interdisciplinary collaboration is an important component of clinical research. This paper focuses on how the University of Washington School of Nursing (UW-SON) Center for Women's Health and Gender Research (CWHGR) facilitated and sustained interdisciplinary research. The CWHGR funded by National Institutes of Nursing Research has been an important resource for the UW-SON since its inception in 1989. The CWHGR encourages interdisciplinary collaborative research by providing small grant funds, mentoring faculty and pre- and postdoctoral fellows, providing consultation to researchers in other disciplines, and creating a model of biobehavioral and sociocultural research collaboration that facilitates interdisciplinary research. A brief overview of the UW-SON CWHGR is provided as well as identification of barriers to interdisciplinary research.

• International Journal of Advanced Culture Technology
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• v.12 no.3
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• pp.1-12
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• 2024

In the contemporary academic landscape, there is a notable shift from purely information-driven approaches to those emphasizing convergence, creativity, and innovation. This study examines the principles and characteristics of interdisciplinary education in premier educational institutions. Through in-depth interviews, field visits, literature reviews, and case analyses, we analyzed representative interdisciplinary programs. Our findings reveal that successful interdisciplinary education requires: (1) broad disciplinary convergence, (2) the establishment of independent educational institutions and specialized programs, (3) collaboration between faculty and practitioners from diverse academic backgrounds, (4) physical spaces that facilitate active communication and collaboration, and (5) effective operation of workshops and systems that support students' creative ideas. These insights offer fundamental parameters for designing and implementing interdisciplinary education programs and serve as a crucial reference for future academic and pedagogical endeavors.

• Journal of Engineering Education Research
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• v.19 no.1
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• pp.37-46
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• 2016

The purposes of the study were to examine engineering students' concerns and problems while they were choosing a project topic in interdisciplinary collaboration and to suggest ways to support them in an early stage of collaboration phase. To answer the research questions, we conducted a case study with engineering participants in GCTI 2015, an interdisciplinary collaborative and creative group project. Multiple data sources including focus group interviews, online survey and researchers' observation notes were used to triangulate research findings. We found four main concerns of engineering students. These concerns include (1) lack of self-efficacy, (2) limited resources, (3) lack of shared, meaningful, and common goals, and (4) lack of content knowledge. Based on these concerns we proposed four supports in an early stage of the collaborative project. These supports includes (1) implementing an orientation program, (2) providing opportunities for social interactions, (3) providing expert feedback, and (4) providing consultation for team building.

• The Journal of the Korea Contents Association
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• v.17 no.12
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• pp.49-63
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• 2017

Interdisciplinary convergence research is widely seen as a collaborative research between different disciplines, which is often driven by common agenda or problems in pursuit of a particular common objective. Thus, the purpose of interdisciplinary cooperation in convergence research is to bring each discipline's unique perspective together with the academic expertise of researchers in order to share common problems that cannot be solved effectively without research partnership. We present empirical evidence on how interdisciplinary research relationships are formed to facilitate research networking in convergence relations. In particular, we used network analysis to investigate how interdisciplinary linkages and convergence research networks has formed over time. We found that the convergence research networks were implemented by the interdisciplinary convergence research support program as intended. We did find that research field with high indegree and outdegree in a network played critical roles on the dynamics and degree of interdisciplinarity. Finally, we could find evidence that the role of liaison brokers triggered relational dynamics in interdisciplinary research collaboration.

• Proceedings of the Korea Society of Design Studies Conference
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• 2005.10a
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• pp.202-203
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• 2005