Navigating uncertainty with interdisciplinary teaching

Engineers work alongside social scientists to design inclusive technologies. Environmental scientists collaborate with policy experts to address ageing infrastructure. Designers partner with computer scientists to create intuitive user interfaces and experiences. The 21st-century job market is complex and interconnected so, to prepare students, we must rethink how we teach and break down barriers between academic disciplines. 

Interdisciplinary approaches don’t necessarily come easily, though – projects do not have set solutions, and we, as educators, must push ourselves and our students out of comfort zones. So, part of our mission is also to help students navigate uncertainty with confidence. We must be self-aware – meaning we understand our own skills and weaknesses, including what biases and preconceived notions we might hold. When we teach through an interdisciplinary lens, we encourage students to go forward with curiosity and openness. Sometimes this involves foregrounding the perspectives of others. And it means that all stakeholders’ perspectives are not only considered but given due value. 

Interdisciplinary projects – a case study

Our engineering education department at Virginia Tech offers programmes that integrate technical knowledge with pedagogical theories from the humanities and social sciences. These courses allow students to explore how engineering impacts society and how to communicate technical concepts effectively to diverse audiences. This fusion of disciplines fosters not only technical competence but the empathy and communication skills essential for leadership in the workforce. 

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Leveraging 20 years of interdisciplinary research and pedagogical design, I collaborated with other faculty to build and now teach an interdisciplinary projects course for sophomores and juniors across the university. In this class, students from any discipline – engineering, business, science, arts and design programmes – work together to solve real-world problems. In these projects, students must navigate the complexities of interdisciplinary collaboration. The skills they gain is a benefit they repeatedly cite as crucial in interviews for internships and jobs. 

A case study on housing

One ongoing project involves designing affordable, sustainable housing for low-income families in Alaska. At first glance, this might seem relatively straightforward – the whole team works together to hone each area of expertise. Students in engineering focus on structural design and materials; business students develop financial models and market strategies; and design students ensure that the housing is aesthetically appealing and user-friendly. 

But the reality of this work is far more complex. An interdisciplinary approach mandates collaboration across multiple fields of expertise and perspectives to evaluate housing issues and co-design solutions to housing insecurity.

I can give a specific example of the complexity I allude to. At one point in Alaska’s recent history, modular housing figured into pandemic responses to housing needs. In exploring this issue, we uncovered specific insights into how off-site modular construction was used – and perhaps hyped – to address pandemic concerns over housing. This in turn raised wider questions about how networks, institutions and historical experiences with modular construction are organised and positioned to respond to major societal disruptions like the pandemic. So, on the topic of modular housing, interdisciplinary views are necessary.

Consider that Alaska is part of the circumpolar north, a vast and diverse area that is home to roughly 7 million people, while Alaska itself has just over 700,000 inhabitants. Contemporary issues include harsh and variable weather conditions; extractive industries and political pressure to define property rights and claim resources; and small communities scattered apart and away from urban areas (in Alaska, about half the population live in Anchorage). Importantly, this cold-climate area includes diverse regional climates and rich tapestries of Indigenous cultures, languages and legacies. Deep sensitivity exists when it comes to Indigenous peoples in the area. While they draw on immense experience-based knowledge, share historic stories and lore, and show exceptional resilience and adaptability, they have also suffered under colonialism and still experience health and financial disparities. 

As the Alaska-based project shows, interdisciplinary approaches can be exceptionally complex, and priorities shift based on the perspective you embody. Cold-climate engineers, builders and housing experts’ opinions matter, of course, and so do those of residents and communities. We need to consider that some housing projects must be designed for and built in remote areas. And what about housing projects and policies that failed in the past? Lessons from those should also be considered. 

Interdisciplinary teaching is not just an option

Creating and implementing interdisciplinary approaches poses challenges that many undergraduate students are not exposed to early in their education. Nonetheless, the rewards of interdisciplinary approaches far outweigh the effort.

The world is not divided neatly into disciplines, so our classrooms should not be, either. Employers seek graduates who can think critically, collaborate across disciplines and adapt to evolving challenges. By embracing interdisciplinary teaching, we can prepare students to contribute meaningfully to solving the world’s most pressing problems. As educators, we have a responsibility to empower our students to connect, collaborate and create. Interdisciplinary teaching is not just an option; it is a necessity.

Lisa D. McNair is professor of engineering education and executive deputy director of the Institute for Creativity, Arts and Technology at Virginia Tech. 

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