Today’s world is filled with ‘grand challenges’ that cannot be solved with knowledge from a single academic field, and interdisciplinary learning opportunities at the undergraduate level are important to overcome barriers between fields. This article takes some of the lessons learned from the co-development and co-teaching of an interdisciplinary course on climate change at the University of Waterloo in Canada to offer suggestions on how to incorporate interdisciplinary education in the materials science and engineering undergraduate curriculum, while providing practical advice on how to create opportunities for students to become interdisciplinary thinkers.
- Muhammad Shehryar Khan
- Mary A. Wells
