| Abstract Scope |
What kind of engineer do we need for a world defined by climate disruption, sustainability imperatives, and rapidly evolving technologies? The future of materials science and engineering education needs more than just technical excellence – it requires interdisciplinary fluency. Drawing from a first-of-its-kind interdisciplinary course that I co-developed and co-taught, I share how a flipped-classroom model, co-instruction across six faculties, and scaffolded assessment design led to deeper student engagement and prepared upper-year undergraduate students to collaborate across disciplinary boundaries. The course also served as a training ground for early-career instructors, offering insights into interdisciplinary course design, inclusive pedagogy, and collaborative teaching practice. This presentation offers a practical framework for embedding interdisciplinary thinking into materials curricula that better equips both students and faculty to meet the challenges of tomorrow’s engineering workforce. |