Students’ implicit epistemologies when working at the intersection of engineering and the arts

Abstract Background This paper explores the epistemologies and discourse of undergraduate students at transdisciplinary intersection engineering arts. Our research questions focus on kinds knowledge that value, use, identify within an interdisciplinary digital media program, as well how they talk about using these while navigating this intersection. Six interviews were conducted with pursuing a semester-long senior capstone project in culture degree program School Arts, Media Engineering Arizona State University emphasizes between arts, media, engineering. Results Using deductive coding followed by analysis, variety student including positivism, constructionism, pragmatism observed. “Border epistemologies” are introduced way to think and/or construct differing value across disciplines. Further, analysis highlighted students’ identifications being either artist or engineer revealed linguistic choice use problem-solve situations. Conclusions Students fluid, changing epistemological viewpoints when working their projects, partly driven orientations arts The findings from study can lead implications for design teaching capstones future.