Designing an Interdisciplinary Engineering Education for Complex Real-World Challenges
暫譯: 設計跨學科工程教育以應對複雜的現實挑戰

這本編輯的專著呈現了基於人文藝術哲學的跨學科工程教育計劃的概念性和實證性研究。由來自不同學科的研究者撰寫，各章節探討並反思構成這一教育計劃的要素。

前兩章探討了在文科框架下，跨學科和跨領域教育的社會價值。隨後的章節討論了跨學科工程教育的特徵和組成部分，同時也針對實施此類方法所面臨的挑戰進行了探討。特別關注的是自我導向學習的角色和影響，這是該教育模式的一個關鍵特徵。本書進一步描述了該計劃為實現其願景所採用的各種範式和方法。

這本編輯的專著與其他關於跨學科工程教育的作品的不同之處在於，它強調了來自參與該計劃學習和教學活動的學生、校友和教師的見解和經驗的深度整合。

Dr. Ardion Beldad is an associate professor at the University College Twente, University of Twente, the Netherlands. He has been involved in designing and implementing an interdisciplinary engineering education based on a liberal arts philosophy - the three-year Dutch bachelor's programme in technology, liberal arts, and sciences (ATLAS) at the University of Twente. Within this programme, he co-designs and teaches social science courses that equip students with the required competencies to become interdisciplinary engineers. As a social scientist, he researches trust building and maintenance, crisis management and communication, information privacy, technology adoption, and sustainable behaviour and ethical consumption.

Dr. Pascal Wilhelm is an educational psychologist by training and an experienced curriculum and course developer. As a teacher, he received several teaching awards, including the university-wide "Teacher of the Year" award. He is a Teaching and Learning fellow at University Twente, the Netherlands and published mainly in the field of the learning sciences. In his capacity as a curriculum developer, he co-designed a three-year interdisciplinary engineering program fully based on the concept of self-directed learning. His main contribution was the concrete elaboration of the self-directed learning concept and supporting students' reflective practice. He currently works as a teacher and researcher at the Academy of Applied Psychology and Human Resource Management of Saxion University of Applied Sciences in the Netherlands.

Dr. Jasper Homminga is a biomechanical engineer focused on education, on learning opportunities, and curricula that build the students' confidence. He has designed education in fields ranging from medicine to engineering. He has worked on the design of curricula such as Biomedical Engineering and Technology and Liberal Arts & Sciences. He has been programme director for the programmes of Technical Medicine and of Technology and Liberal Arts & Sciences.

阿迪恩·貝爾達德（Dr. Ardion Beldad）是荷蘭特溫特大學（University of Twente）大學學院（University College Twente）的副教授。他參與設計和實施基於文科哲學的跨學科工程教育——特溫特大學的三年制荷蘭學士學位課程，名為技術、文科與科學（ATLAS）。在這個課程中，他共同設計並教授社會科學課程，幫助學生獲得成為跨學科工程師所需的能力。作為社會科學家，他的研究領域包括信任的建立與維護、危機管理與溝通、資訊隱私、技術採用以及可持續行為與倫理消費。

帕斯卡爾·威廉（Dr. Pascal Wilhelm）是一位受過教育心理學訓練的專家，並且是一位經驗豐富的課程與課程開發者。作為教師，他獲得了多項教學獎項，包括全校性的「年度教師」獎。他是荷蘭特溫特大學的教學與學習研究員，主要在學習科學領域發表研究。在擔任課程開發者的過程中，他共同設計了一個完全基於自我導向學習概念的三年制跨學科工程課程。他的主要貢獻是具體闡述自我導向學習的概念並支持學生的反思實踐。目前，他在荷蘭薩克森應用科技大學（Saxion University of Applied Sciences）的應用心理學與人力資源管理學院擔任教師和研究員。

賈斯帕·霍明加（Dr. Jasper Homminga）是一位專注於教育的生物力學工程師，致力於建立學生信心的學習機會和課程。他設計的教育範疇涵蓋從醫學到工程的領域。他曾參與生物醫學工程和技術及文科與科學等課程的設計，並擔任技術醫學及技術與文科與科學課程的項目主任。