Multidisciplinary Explorations: Bridging the Gap between Engineering and Biology

Autor/in	Abraham, John
Titel	Multidisciplinary Explorations: Bridging the Gap between Engineering and Biology
Quelle	In: Journal of College Science Teaching, 33 (2004) 5, S.27-31 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Sciences; Industry; Biology; Engineering; Biotechnology; Interdisciplinary Approach; Higher Education; Course Content; Science Instruction; Computer Simulation; Student Surveys; Assignments; Educational Technology + Suchen Sie Ihr Suchwort? Science; Wissenschaft; Industrie; Biologie; Maschinenbau; Biotechnologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kursprogramm; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Computergrafik; Computersimulation; Schülerbefragung; Assignment; Auftrag; Zuweisung; Unterrichtsmedien
Abstract	As the evidence of the benefits of multidisciplinary education accumulates many schools and instructors are finding ways of hybridizing courses to include substantial components of what are otherwise distinct sciences. Often, such course development is done with an eye toward industry, which requires a workforce capable of synthesizing varied fields of information. The biotech industry is on the forefront of this movement, and its requirements are pushing universities to educate students to be fluent in multiple sciences (Dahms 2001). In particular, the author states that a bridge is urgently needed between the biomedical/biotechnology and the mechanical engineering disciplines (Schrof 1999) to facilitate the development of improved medical devices and safer surgical procedures and for the characterization of biotissues and biotransport processes. In this article, a course integrating the fields of engineering and biology was developed to teach students to solve real-world problems that included aspects from both disciplines. Computer simulations were also developed and carried out, and findings were presented in a formal report format. Thus, the author states that such courses encourage interdepartmental cooperation between students and provide a broad view of the multidisciplinary nature of scientific exploration. (Contains 4 figures.) (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10