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uMux Report
Interdisciplinary Research, Student Perceptions Faculty Feedback
Prepared for:
10 April 2013 The Makers Club Georgia Tech Innovation Studio Manufacturing Related Disciplines Complex 801 Ferst Drive, Atlanta, GA 30332
Dear Makers Club: We are pleased to share this report with you which outlines our proposal for uMux, a new platform to facilitate interdisciplinary projects for students and faculty among all academic majors at the Georgia Institute of Technology. Please consider this proposal as an exciting opportunity for your club to further engage in interdisciplinary activities in the Georgia Tech community and beyond. Included is a compilation of relevant research, explicative graphics, and an indepth explanation of our idea. This report is designed to address a range of audiences; it may contain elements that are not of immediate interest to your specific organization. We would like to follow up with you to see if youd be interested in helping us design a platform which would suit your needs as endusers.
Sincerely,
Francesca Malenky, Alex Oxford, Alex Goldsmith, Jordan Lockwood
CONTENTS
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Executive Summary
Georgia Tech could greatly benefit from an online platform which connects diverse academic talent on campus. uMux, the University Multidisciplinary Exchange Network, would allow students of different backgrounds to find others with similar interests who are interested in working on projects to further their personal or professional goals. Numerous research supports the use of interdisciplinary teams for problem solving; nearly every one of Georgia Techs competitor schools have a program in place that allow for a cohesive education, utilizing talent across all academic facets. We have received strong feedback from nearly two-hundred students across campus in an online survey we performed. Further, we have reached out to numerous faculty across Georgia Tech to gauge their interest and support. We have found faculty to be nearly unanimously supportive of the uMux mission of bringing students together who want to apply their individual talents in a project-based form. We are confident in uMuxs future, and are eager to begin networking with end-users, software developers, and corporate recruiters to design our digital platform.
As the platform grows in popularity, it can then be implemented within Georgia Tech itself. The capstone project (Senior Design) is currently designed for likeminded individuals to work together, which might not provide the necessary cross-functional experience for a student to flourish in the professional world. Students who work with different people and create the best possible product that could potentially benefit the world would only serve to jump-start an individual on their best path. This will in turn help Georgia Tech excel to become the leader of twentyfirst century universities. Adopting an interdisciplinary program is necessary for universities to grow and mature into the future.
Introduction
Georgia Tech has grown and developed over the years as a disciplinary university primarily motivating students to embrace their specified interests and skills to prepare them for the professional world. uMux will bring a cultural shift in which Georgia Tech, and other major universities, will adopt an interdisciplinary program and system. In order to implement such a dramatic change, students need to be encouraged to work in an interdisciplinary environment. This can be executed by the creation of an interdisciplinary platform that will allow students, faculty, and alumni to post personal projects that students can work together and complete in a team oriented process.
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design effectiveness, or throughput time minimization to almost all business projects of the future. Business leaders of tomorrow must understand how to navigate these teams in order to take part in a shift towards their use, as our platform would allow them to do. Factors such as intra-team dynamics are important in shaping the success of cross-functional teams. Social cohesion within the team is important; cross-functional teams must be cooperative in order to achieve (Nakata). Working within the context of an interdisciplinary student-faculty project would give students the opportunity to learn how to cooperate effectively once they enter the workforce.
Cross-Functional Teams
Cross-functional teams have become increasingly popular amongst top business firms, especially as the benefits of such teams are being realized. The projects facilitated by our platform would equip students to operate within cross-functional teams upon graduation with experience and acumen. The effectiveness of a cross-functional team is most heavily dependent upon the type of product produced or customer serviced. Design-driven projects can be set up and implemented so as to capitalize on the benefits of cross-functional teams (Ainamo). Since most product and service systems are adaptable to design-led production, cross-functional teams could indeed be beneficial in terms of innovative quality,
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for both undergraduate and graduate students. This is facilitated through the Georgia Tech Research Institute (GTRI), as well as through the departmental research institutes, and the Undergraduate Research Opportunities office. Students can find projects that require expertise in a number of areas listed through these organizations; however, no outlet currently exists to support interdisciplinary projects outside of research.
Competitors Programs
Interdisciplinary programs already exist at a majority of Georgia Techs peer institutions. However, these programs are primarily ventures of colleges offering an array of majors across the arts and sciences. The colleges combine curricula to create a distinct major, most commonly titled Interdisciplinary Studies. Institutions offering this major, or an equivalent one, include: Cornell, Johns Hopkins, MIT, NC State, Northwestern, Penn State, Perdue, Stanford, Cal Berkeley, UF, Illinois at Urbana-Champaign, Michigan, Minnesota, Texas at Austin, and Virginia Tech. Carnegie Mellon also offers a similar program, but across multiple colleges. Other institutions offer programs that combine numerous majors to collaborate with outside organizations. A prime example is the Ponce Group at CalTech, a partnership with NASAs Jet Propulsion Laboratory. The group pools the expertise of CalTechs various research departments to seek evidence of extraterrestrial life. Research programs are another focus of interdisciplinary efforts among Georgia Techs peer institutions. MIT, Penn State, and Texas A&M offer specific resources for interdisciplinary research, drawing on talent across all colleges and majors. UCLA employs a Vice Provost Interdisciplinary and Cross-campus Affairs, who is tasked with working with faculty and campus leadership to promote interdisciplinary and cross-campus research.
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Our Idea
We will start with a platform that students and faculty can form various projects that need people with different experiences to come on board. For example, a Biomedical Engineering student may be working on the development of a new device but needs to write a business plan in order to get a grant. They would turn to this platform to seek the help of a Business student/faculty member. This is a great way to begin developing a community of collaboration amongst the colleges that is currently lacking. It also provides a setting for people to discuss ongoing research and projects that are looking to solve various problems. The next step would be to integrate these projects into some form of credit towards a degree. We propose changing the Senior Design projects to be required for all majors and to include multiple majors on every team. We believe these experiences are extremely valuable not only for personal development but also for professional development. Being able to work with people with different educational backgrounds and knowledge sets is extremely important in the modern workforce. Finally, we would like to see a cultural shift in regards to how a student views their major. We would like to move beyond being simply defined by a field of study. We want Georgia Tech students to go beyond the borders of their colleges and be defined by their passions.
Ultimately, we want to focus not just on bringing people together, but also to make the Georgia Tech degree valuable in the sense that the graduates who leave here have the skills and the ability to make a profound impact. And thats why we are proposing to create the University Multidisciplinary Exchange Network.
Phase 1:
Create a platform that would promote interdisciplinary projects that the Georgia Tech Community would use
Phase 2:
Incorporate interdisciplinary projects into a capstone project students need to complete in order to obtain their GATECH degree
Phase 3:
Some kind of shift in the college major system
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We were able to conduct 8 interviews: 2 from the College of Computing, 1 from a librarian at the Georgia Tech library, 1 from the College of Architecture, 1 from the Denning T&M Program, 1 from the Scheller College of Business career services center, 1 from the College of Engineering and 1 from a professor at the Ivan Allen College of Liberal Arts who also teaches in the Scheller College of Business.
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b.
All the professors gave nitty-gritty advice on many aspects of our projects such as features to add to the platform and how to go about getting students and faculty involved.
5.) What do you think of the college major system in general? a. All professors acknowledged that the major system is currently necessary for how our workforce is set up but several shared our concerns about the changing workforce and if set majors are the best paths for all students.
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Conclusion
As employers continue to use the cross-functional team model, it would be extremely beneficial for universities to prepare their graduates to work with people in other disciplines. Our peer institutions are catching on but Georgia Tech has the chance to be a leader amongst them by creating a program that is beneficial for graduates and businesses. Our platform takes the start-up spirit to heart and we hope it inspires Georgia Tech to take its successful and world-renowned programs and fuse them to create solutions that will change the world.
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Work Cited Conrad, C., Haworth, J., Millar, S. A Silent Success: Masters Education in the United States. Baltimore: The Johns Hopkins University Press, 1993. Hartigan, R., Smart New Degrees, U.S. News and World Report, April 9, 2001. Hessels, L., Rijnsoever, F. Factors Associated with Disciplinary and Interdisciplinary Research Collaboration. December 8, 2010. Ainamo, Antti. Coordination Mechanisms In Cross-Functional Teams: A Product Design Perspective. Journal Of Marketing Management 23.9/10 (2007): 841-860. Ghobadi, S, and J DAmbra. Coopetitive Relationships In Cross-Functional Software Development Teams: How To Model And Measure?. Journal Of Systems And Software 85.5 (n.d.): 1096-1104. Majchrzak, Ann, Philip H. B. More, and Samer Faraj. Transcending Knowledge Differences In Cross-Functional Teams. Organization Science 23.4 (2012): 951- 970. Nakata, Cheryl, and Subin Im. Spurring Cross-Functional Integration For Higher New Product Performance: A Group Effectiveness Perspective. Journal Of Product Innovation Management 27.4 (2010): 554-571.
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