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Cultivating Educational Adaptability through Collaborative Transdisciplinary Learning Spaces

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Title: Cultivating Educational Adaptability through Collaborative Transdisciplinary Learning Spaces
Language: English
Authors: Aishwarya Ramachandran (ORCID 0000-0002-1590-741X), Meg Schwellnus, Derek Gladwin (ORCID 0000-0002-0053-4745), Ryan Derby-Talbot (ORCID 0000-0001-7140-2881), Naoko Ellis (ORCID 0000-0002-1241-1259)
Source: Discover Education. 2024 3(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Centered Learning, Doctoral Programs, Foreign Countries, Cooperative Learning, Interdisciplinary Approach, Program Design
Geographic Terms: Canada
DOI: 10.1007/s44217-023-00084-5
ISSN: 2731-5525
Abstract: Empowering students and scholars to effectively address complex societal challenges frequently entails embracing unconventional pathways to foster transdisciplinary (TD) education. This empowerment is further facilitated by collaborative efforts supported by the TD experience. This paper examines one such initiative: a student-centered, experimental design of a TD doctoral pilot program for environmental sustainability at the University of British Columbia, a large, research-intensive public university in Canada. In this study, we documented shifts in participants' development and assessed the impact of TD collaboration conditions on the educational design process. The findings indicate that engaging in collaborative TD experiences yields substantial pedagogical benefits, introducing novel opportunities for design and experimentation. This TD space appears to offer conducive conditions for students and faculty to more effectively navigate adaptive and innovative contexts within higher education. Pedagogical experimentation of this nature provides insights that are challenging to derive from theoretical speculation alone, offering potential pathways for today's learners and educators as they confront complex societal challenges.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1419567
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Aishwarya+Ramachandran%22">Aishwarya Ramachandran</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1590-741X">0000-0002-1590-741X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Meg+Schwellnus%22">Meg Schwellnus</searchLink><br /><searchLink fieldCode="AR" term="%22Derek+Gladwin%22">Derek Gladwin</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-0053-4745">0000-0002-0053-4745</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ryan+Derby-Talbot%22">Ryan Derby-Talbot</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7140-2881">0000-0001-7140-2881</externalLink>)<br /><searchLink fieldCode="AR" term="%22Naoko+Ellis%22">Naoko Ellis</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-1241-1259">0000-0002-1241-1259</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s44217-023-00084-5
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  Data: Empowering students and scholars to effectively address complex societal challenges frequently entails embracing unconventional pathways to foster transdisciplinary (TD) education. This empowerment is further facilitated by collaborative efforts supported by the TD experience. This paper examines one such initiative: a student-centered, experimental design of a TD doctoral pilot program for environmental sustainability at the University of British Columbia, a large, research-intensive public university in Canada. In this study, we documented shifts in participants' development and assessed the impact of TD collaboration conditions on the educational design process. The findings indicate that engaging in collaborative TD experiences yields substantial pedagogical benefits, introducing novel opportunities for design and experimentation. This TD space appears to offer conducive conditions for students and faculty to more effectively navigate adaptive and innovative contexts within higher education. Pedagogical experimentation of this nature provides insights that are challenging to derive from theoretical speculation alone, offering potential pathways for today's learners and educators as they confront complex societal challenges.
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