Crossing Boundaries: Developing Transdisciplinary Skills in Engineering Education

Tan, Tanya; Nesbit, Susan; Ellis, Naoko; Ostafichuk, Peter M.

doi:10.24908/pceea.v0i0.13052

Cited by 7 publications

(11 citation statements)

References 34 publications

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“…The key for an efficient TEL implementation is the promotion of systems thinking in order to develop knowledge transfer, avoiding costly infrastructures. Based on the literature approaches to systems thinking assessment, [23] the conclusions presented show an extraordinary progress on systems thinking development, although it was not formally addressed. This was the basis for the synergy observed on the group discussions.…”

Section: Discussionmentioning

confidence: 99%

Sustainable Higher Education Development through Technology Enhanced Learning

2020

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Higher education is incorporating Information and Communication Technology (ICT) at a fast rate for different purposes. Scientific papers include within the concept of Technology Enhanced Learning (TEL) the myriad applications of information and communication technology, e-resources, and pedagogical approaches to the development of education. TEL’s specific application to higher education is especially relevant for countries under rapid development for providing quick and sustainable access to quality education (UN sustainable development goal 4). This paper presents the research results of an online pedagogical experience in collaborative academic research for analyzing good practice in TEL-supported higher education development. The results are obtained through a pilot implementation providing curated data on TEL competency’s development of faculty skills and analysis of developing sustainable higher education degrees through TEL cooperation, for capacity building. Given the increased volume and complexity of the knowledge to be delivered, and the exponential growth of the need for skilled workers in emerging economies, online training is the most effective way of delivering a sustainable higher education. The results of the PETRA Erasmus+ capacity-building project provides evidence of a successful implementation of a TEL-supported methodology for collaborative faculty development focused on future online degrees built collaboratively and applied locally.

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Section: Discussionmentioning

confidence: 99%

Sustainable Higher Education Development through Technology Enhanced Learning

2020

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“…In Figure 1, all team activities before and during the workshop are summarized, and in Figure 2, the Workshop "bandstand" elements are depicted. This study extends the transdisciplinary education literature into architecture and engineering by exploring surrogate indicators of transdisciplinarity introduced by Tan et al [9]. Specifically, the following questions guided the study:…”

Section: Workhop Designmentioning

confidence: 93%

“…Thinking in a complex and interlined manner, demonstrating interpersonal competencies such as open-mindedness and empathy, and the ability to reflect on knowledge integration are personal characteristics of individuals who work well in a transdisciplinary environment. Following from this characterization of transdisciplinarity, Tan et al [9] use systems thinking, empathy, and metacognition as proxy indicators of the basket of skills which lead to successful transdisciplinary relationships.…”

Section: Indicators Of Transdiciplinarity Skillsmentioning

confidence: 99%

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Experiences in Transdisciplinary Education for the Sustainable Development of the Built Environment, the ISAlab Workshop

2020

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There is a growing recognition and acceptance that society needs to develop new pathways to achieve a more sustainable future. Our current model of development poses significant challenges when it comes to achieving a more just society based on respect for nature and human rights, and demands a sustainable economy supported by a new circular model supporting the UN sustainable development goals. Higher Education Institutions (HEIs) accordingly have developed Master programs that are responsible for providing fundamental services in the joint effort towards sustainability. Meanwhile, leading Universities around the world have developed other very relevant programs. The open and unstructured challenge of sustainability poses an obstacle to existing academic structures. Specifically, the built environment is one of the leading contributors to challenges addressed in the programs such as: Anthropogenic climate change, resource depletion, waste generation and pollution, poverty, and inequity. The Interdisciplinary Sustainable Architecture lab (ISAlab) explores these issues as part of a multidisciplinary approach involving the collaboration of leading Universities from different areas on the world through an innovative initiative. This paper explores the experiences of the ISAlab workshop, which has been taking place yearly in Valencia since 2017. The workshop draws together students from a range of disciplines from across engineering and science, law and the social sciences and from a range of countries and backgrounds, including North and South America, Europe, and Asia. Its purpose is to facilitate a rich co-creative learning environment led by (engineering) academic faculties from across Europe (Spain, the UK, France, Germany, Netherlands and Ireland) as well as North America (the US and Canada), as well as local experts who helped provide participants with appropriate context and guidance. The objective is educating future engineers that are capable of finding robust ways to implement sustainability at a practical level on the built environment, taking account of the multidisciplinary perspective and with the incentive of solving real-life problems.

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“…The primary qualitative portion of the study was based on a series of semi-structured interviews conducted in the 2018 academic year as part of a larger study on transdisciplinarity [29]. The first set of interviews ("pre-interviews") were conducted at the start of term, in September 2018, roughly coincident with the release of the first university learning screencasts.…”

Section: Qualitative Interviewsmentioning

confidence: 99%