Systematically Integrating Liberal Education in a Transdisciplinary Design Studio Environment

Exter, Marisa; Ashby, Iryna; Gray, Colin M.; Wilder, Denise McAllister; Krause, Terri S.

doi:10.18260/1-2--28901

Cited by 4 publications

(6 citation statements)

References 21 publications

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“…Students' concerns about the lack of traditional grades, potential impact on transfer to other programs or universities, and employability were exacerbated by challenges in aligning a CBE framework with institutional demands (Ashby et al, ; Exter, Ashby, Gray, Wilder, & Krause, ). In the end, students who completed all required competencies for the semester received an “A,” while the rest received an incomplete.…”

Section: Discussionmentioning

confidence: 99%

“…However, effects of last‐minute decision making and compromise played in to a number of the issues students had, especially regarding lack of clarity of expectations and lack of sufficient scaffolds developed before the initial semester launched. Many of these issues were subsequently addressed in revisions to the program (Exter et al, ), although much work remains to fully realize our ideal program design within the university structure.…”

Section: Discussionmentioning

confidence: 99%

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Elusive expectations for a novel program design: Contrast between program intentions and student recruitment and retention

Exter

Ashby

Caskurlu

2019

J of Competency-Based Ed

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Background Student recruitment and retention are essential to the vitality of any program, but are often difficult to achieve, particularly for new and/or alternative programs. Aims This qualitative study explores the factors that influence students' enrollment in, and subsequent decision to continue in or leave a pilot on‐campus program within a large traditional university. The program design integrated nontraditional components that likely have not previously been combined in this form. Methods Students (N = 33) were surveyed and interviewed throughout the year to explore their reasons for enrolling the program and reasons why they decided to continue with the program or leave. Constant comparative method for naturalistic inquiry was used to identify themes. Results Results showed that many of the factors influencing students' decisions to join, stay, or leave, such as university reputation and perception of program fit, were similar to those for traditional programs. However, program novelty and unique program design elements also contributed to students' decision to join, stay, or leave the program. Students' uncertainty about transfer of credit, grading, and how to succeed in the program also contributed to these decisions. The very traits some students found most attractive were unattractive to others. We contend that new, nontraditional programs need to ensure institutional alignment, provide scaffolding to support new students in acclimating to nontraditional program aspects, and align recruitment materials with program aspects to attract diverse students for whom the program is a good fit. Implications, limitations, and future research are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Elusive expectations for a novel program design: Contrast between program intentions and student recruitment and retention

Exter

Ashby

Caskurlu

2019

J of Competency-Based Ed

Self Cite

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“…The program highlights what constitutes a transdisciplinary mindset and related abilities and domains, along with a webpage that provides informative resources on these topics. 7 The following two observations can be made about the features of these initiatives on the basis of their available website information. First, collaboration across disciplines, joint problem solving, and innovation are common themes of their web descriptions.…”

Section: Td-explicit Initiativesmentioning

confidence: 99%

“…Heywood and Mina shared considerations for creating transdisciplinary engineering courses [6]. Two papers [7,8] reported the experiences and perceptions of the students and instructors of an undergraduate transdisciplinary program. Vanasupa and Thurman proposed a unifying framework of transdisciplinary learning for sustainability that involves holism, participation and adaptivity [9].…”

Section: Introductionmentioning

confidence: 99%

Exploring Transdisciplinarity in Engineering Education and Practice: A Review of Literature and Existing Initiatives

Liu

Tran²

2022

PCEEA

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This paper is situated in the recent interest within engineering education communities in adopting transdisciplinary practices as well as the evolving scholarship and discussions on transdisciplinarity (TD) in broader contexts over the past few decades. We first introduce a historical overview of the discussions and scholarly work on TD, from which we identify some features of a transdisciplinary orientation. Further, we examine the website information of nine TD-explicit initiatives and seven cross-disciplinary initiatives in postsecondary settings across the world—in light of two general approaches to TD (the Nicolescuian approach and the Zurich approach) and the identified TD-oriented features. Our reviews exhibit the commonalities and differences between transdisciplinary and interdisciplinary initiatives, and a notable divide between TD-related theories and practices. Our findings also reveal opportunities and challenges in pursuing transdisciplinary activities in engineering education and practice. We call for a fundamental conceptual change to enable a real transformation toward transdisciplinarity.

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“…3286 Stenberg and Fryk (2012) research and also evaluating the results. It, among other things, allows researchers to make statements like Exter et al (2017), who concede that although they "aimed for true transdisciplinarity [emphasis added]", they did not manage to fully realize that objective (p. 14).…”

Section: Theoretically Delineated Usagementioning

confidence: 99%

Higher education, the arts, and transdisciplinarity: A systematic review of the literature

Baalen

Groot

Noordegraaf-Eelens

2021

Research in Education

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Against an increasingly compartmentalized educational landscape, we have heard urgent calls for new modes of teaching and learning. In this light, educators from a variety of disciplinary backgrounds turned to transdisciplinarity and the arts for a possible response. The educational initiatives being developed and the related literature are situated across a wide range of themes, disciplines, and methodologies. The fragmented nature of the academic discussion inhibits our capacity to think through the implications of mobilizing the concept of transdisciplinarity within the arts and education. This study addresses the lack of an overview by conducting a systematic review of the literature characterized by a triangular interest in higher education, transdisciplinarity, and the arts. The documents under review amount to 458 unique scientific papers. In our results, we present a metaphorical scale – moving from buzzwords to a theoretically delineated usage – to make sense of the use and conceptualization of transdisciplinarity and we introduce three main ways how the arts are part of transdisciplinary educational compositions. In bringing together literature on education, the arts, and transdisciplinarity, we shed light on relevant similarities between thinking and doing that too often operates in isolation. As such, we aim to facilitate opportunities for mutual learning and present an improved vantage point from which to consider how decisions regarding particular conceptualizations and positionalities feed into our artistic and educational practices.

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Systematically Integrating Liberal Education in a Transdisciplinary Design Studio Environment

Cited by 4 publications

References 21 publications

Elusive expectations for a novel program design: Contrast between program intentions and student recruitment and retention

Elusive expectations for a novel program design: Contrast between program intentions and student recruitment and retention

Exploring Transdisciplinarity in Engineering Education and Practice: A Review of Literature and Existing Initiatives

Higher education, the arts, and transdisciplinarity: A systematic review of the literature

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