Transdisciplinary Course Research Articles

New Reforms in Indian Higher Education: Rethinking the Education Model

The National Education Policy (NEP)-2020 will bring flexibility to the curriculum through a multidisciplinary and interdisciplinary approach, a new assessment process, resource empowerment, multiple exit options, and encouraging internationalization. Adopting an open curriculum with transdisciplinary course patterns, including flexibility in electives, has led to progress in skill development, holistic development, community engagement, technological integration, environmental education, and value-based education. Ranking and accreditation will have a significant impact on the quality of education and research. It is necessary to frame an education policy that will give better results in creativity, development of critical thinking, decision-making skills, and problem-solving abilities. The new reforms aim to enhance the quality and effectiveness of future-ready higher education institutions in India. In this paper, an attempt has been made to present various reforms in the Indian higher education system, its regulatory structure, and teaching pedagogy.

Convergent Liberal Education in the Era of Climate Crisis : Using Climate Science, Earth System Science/Environmental Science, Climate History as Cornerstones

As Latour explicitly expressed it, climate acts across all of our modes of existence from the political to the moral. For this reason, the climate liberal education in our era of climate crisis should be a convergent liberal education based upon a pluralism of knowledge. Considering this special request of climate liberal education, this paper proposed to design a transdisciplinary course using climate science, earth system science/environmental science, and climate history as core modules. Each module can have a different weight, location, and relation depending on the character and interests of the instructors and students. First of all, climate science is taken as a fundamental knowledge, because understanding climate requires both a deep level of holistic thinking and at least a basic level of climate literacy. Secondly, earth system science and environmental science as an extensive knowledge is required in order to understand the current climate crisis in the more comprehensive context of the Anthropocene. Lastly, climate history is chosen as consilience knowledge in order to integrate climate science and earth system science/environmental science, and to encourage more ambitious climate action.

Designing Transdisciplinary Curriculum: A Dialogue between Engineering and Humanities

The central problem addressed in this paper is the separation of Engineering Studies from the Humanities in our current engineering curriculum resulting in a myopic educational approach that does not take into consideration the holistic nature of either the planet or the engineering education. This separation of the humanities from the sciences, particularly engineering, has made it impossible for the engineering fraternity to effectively contribute to our twenty-first-century society. In other words, if all engineering problems are primarily human problems, then engineers need to be trained not only in the technical skills of engineering but also in social and human skills that enable the engineer to equally navigate the human world for whom all solutions are built. In this paper after exploring the problem, data is presented from the curriculum innovation that is currently underway at the Plaksha University. A case study of the course section ‘Entangled Epistemologies’ of a new transdisciplinary course called ‘Entangled Worlds’ is given. This paper demonstrates how the curriculum has been designed uniquely with contributions from both Engineering Sciences and the Humanities and thus is able to deliver a holistic understanding. Keywords—Transdisciplinary, Humanities, Engineering, Pedagogy, Relativism, Realism, Theory of Relativity

Education in collaboration with cities: the intentions of transdisciplinary courses

Purpose In collaboration with their home cities, universities increasingly develop courses in which students investigate urban sustainability challenges. This paper aims to understand how far-reaching the collaboration with urban stakeholders in these courses is and what students are meant to learn from the transdisciplinary pedagogies. Design/methodology/approach This research is designed as a qualitative multiple-case study into the intentions of transdisciplinary courses in which universities collaborate with their home cities: Delft University of Technology in Delft and Amsterdam Institute for Advanced Metropolitan Solutions in Amsterdam. The study compares the written intentions of eight courses in course descriptions with the ideal intentions that teachers describe in interviews. Findings First, seven of the eight investigated courses were designed for urban stakeholders to participate at a distance or as a client but rarely was a course intended to lead to a collaborative partnership between the city and students. Second, the metacognitive learning objectives, such as learning to deal with biases and values of others or getting to know one’s strengths and weaknesses in collaboration, were often absent in the course descriptions. Learning objectives relating to metacognition are at the heart of transdisciplinary work, yet when they remain implicit in the learning objectives, they are difficult to teach. Originality/value This paper presents insight into the levels of participation intended in transdisciplinary courses. Furthermore, it shows the (mis)alignment between intended learning objectives in course descriptions and teachers’ ideals. Understanding both the current state of transdisciplinarity in sustainability courses and what teachers envision is vital for the next steps in the development of transdisciplinary education.

Developing a good practice guide for group work that transcends disciplines

Collaborative and group-based learning provides a rich opportunity to enhance student outcomes (Prince, 2004). The Australian National University (ANU) Learning and Teaching Strategy (2022) outlines a goal to promote collaborative pedagogies and ensure students experience group and team-based learning activities. Group assessment is a means to achieve this by structurally valuing and prioritising students working with their peers on complex problems and long-term projects. A small-scale exploratory study (unpublished) conducted by the Centre for Learning and Teaching (CLT) found only 11% of undergraduate courses at the ANU in 2022 had any element of group assessment, emphasising the need to support educators to incorporate more high quality group work and assessment across programs. To address this need, we developed and delivered a digital good practice guide and training workshop that aims to support educators to create and facilitate group assessments that work best for their context. At the heart of the project was a partnership with staff from the School of Engineering who expressed a keen interest in sharing their experience, knowledge, and existing resources relating to the design and support of group work with the broader University. We saw this as an opportunity to enable and enhance sharing between educators and education support staff across discipline areas and colleges, overcoming silos that exist within the University. To maximise our reach and impact, we chose to co-design a digital resource with the School of Engineering promoted through online communication channels because it offers an accessible format that is available all educators at or outside of the ANU. Our good practice guide for group work and assessment responds to the diverse needs and contexts of educators, translating theory from the literature into practical recommendations. The guide is underpinned by the theoretical framework of social constructivism (Vygotsky, 1980), and was created using a human-centred approach to design. The partnership with the School of Engineering made this design approach possible as it established a pathway for us to engage directly with end users. Importantly, we also engaged with staff from across other areas of the University to ensure the content and design of the guide addresses the learning and teaching contexts relevant to their discipline (e.g. predominantly male or International student cohorts) and the emerging context of transdisciplinary courses. This poster will present the process and outcomes of the project from the initial research and discovery phase through to the design, delivery, and evaluation of the good practice guide and accompanying workshop. Alongside this, we will present a critical reflection on how the partnership and engagement with educators across disciplines affected the design and ultimate impact of the resources.

Transdisciplinarity as a Learning Challenge: Student Experiences and Outcomes in an Innovative Course on Wearable and Collaborative Robotics

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This study provides evidence for the benefit of short online courses for the transdisciplinary competence development of graduate students. It shows the significant challenges students face while learning, and provides instructional recommendations to improve students’ learning quality and professionalism. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> Developing wearable and collaborative robots require industry collaboration and transdisciplinary competence. Industry’s involvement in long-term programs is becoming infeasible, and the nature of transdisciplinary learning has not been explored to inform instructional practices. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Intended Outcomes:</i> This study aimed to provide instructional recommendations based on an in-depth examination of a diverse group of graduate students’ learning and teamwork experiences as well as outcomes in a 5-day online transdisciplinary course. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Application Design:</i> Thirty-one graduate students of engineering, industrial design, and health fields from four countries participated in online mixed-discipline instructional sessions and teams to address a real industry challenge. A mixed-methods approach was used to examine students’ experiences and learning outcomes based on a competence measure, session participation data, student journal entries, team progress reports, team elaboration visuals, and final team presentations. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> Students’ knowledge of industrial design, medical considerations, ethics and standards, effective teamwork, and self-regulated learning were increased. Students’ high motivation helped them deal with the challenges involved. Daily student journals, team reports, and visual elaboration tools were found to be beneficial for determining the challenges and learning quality. The observed student progress within five days is promising, making it worthwhile to further explore the benefits of short online courses for increasing graduates’ readiness and establishing university-industry collaborations in <p xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">education.

The Atlas of Ovens: Hosting Heat

May 01 2023 The Atlas of Ovens: Hosting Heat Clémentine Vaultier, Clémentine Vaultier Clementine Vaultier is an associate artist of Jubilee, a platform for artistic research in Brussels. She graduated with a master's in Autonomous Design from KASK, and from La Cambre National School of Visual Arts in Ceramics, where she now coordinates several workshops and “firing together here? ” a transdisciplinary course for masters students. Search for other works by this author on: This Site Google Scholar Maximiliaan Royakkers Maximiliaan Royakkers Maximiliaan Royakkers extended his training as an architect at Leuven University with a masters from the Studio for Immediate Spaces at the Sandberg Institute. His tentacular spatial practice develops through projects overlapping practice and research. He is an associate artist of Jubilee, a platform for artistic research in Brussels and teaches at Antwerp University where he coordinates a master design studio. Search for other works by this author on: This Site Google Scholar Author and Article Information Clémentine Vaultier Clementine Vaultier is an associate artist of Jubilee, a platform for artistic research in Brussels. She graduated with a master's in Autonomous Design from KASK, and from La Cambre National School of Visual Arts in Ceramics, where she now coordinates several workshops and “firing together here? ” a transdisciplinary course for masters students. Maximiliaan Royakkers Maximiliaan Royakkers extended his training as an architect at Leuven University with a masters from the Studio for Immediate Spaces at the Sandberg Institute. His tentacular spatial practice develops through projects overlapping practice and research. He is an associate artist of Jubilee, a platform for artistic research in Brussels and teaches at Antwerp University where he coordinates a master design studio. Online ISSN: 2572-7338 Print ISSN: 1091-711X © 2023 Clémentine Vaultier & Maximiliaan Royakkers2023Clémentine Vaultier & Maximiliaan Royakkers Thresholds (2023) (51): 248–255. https://doi.org/10.1162/thld_a_00805 Cite Icon Cite Permissions Share Icon Share Facebook Twitter LinkedIn MailTo Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Search Site Citation Clémentine Vaultier, Maximiliaan Royakkers; The Atlas of Ovens: Hosting Heat. Thresholds 2023; (51): 248–255. doi: https://doi.org/10.1162/thld_a_00805 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll JournalsThresholds Search Advanced Search This content is only available as a PDF. © 2023 Clémentine Vaultier & Maximiliaan Royakkers2023Clémentine Vaultier & Maximiliaan Royakkers Article PDF first page preview Close Modal You do not currently have access to this content.

Environmental literacy, sustainable education and posthumanist pedagogy: teaching the climate crisis in a global, transatlantic online setting

In this article, we aim to contribute to the theoretical conceptualisation and praxis of development education and global learning by engaging with recent discussions in the areas of ecocriticism, ecological literacy and posthumanism. Employing a pedagogical approach that is learner-centred and participatory, and that prepares learners to question dominant, globally relevant social norms, development education and global learning empower learners to be active global citizens. In congruence with this approach, we discuss the transformative pedagogical strategies employed in an innovative transdisciplinary course on the climate crisis jointly offered online by two institutions of higher learning in the US and Germany. We explore the philosophical and pedagogical stakes of this process-oriented, inquiry-based and immersive teaching intervention, and its logistical and organisational parameters, educational goals, course content and methodology, as well as some course specifics and impact. Adopting a critical pedagogical approach to climate change as a central global issue, our conceptualisation blends a focus on critical media skills (ecocriticism) with a posthumanist critique of dominant anthropocentric views of the more-than-human world. Centrally linking ontological, cultural and linguistic diversity in both curriculum design and pedagogy, this approach encourages learners to develop the transcultural skills needed to effect positive change on a local and global scale.

Playable Experiences Through Technologies: Opportunities and Challenges for Teaching Simulation Learning and Extended Reality Solution Creation

Aim/Purpose: This paper describes a technologies education model for introducing Simulation Learning and Extended Reality (XR) solution creation skills and knowledge to students at the tertiary education level, which is broadly applicable to higher education-based contexts of teaching and learning. Background: This work is made possible via the model’s focus on advancing knowledge and understanding of a range of digital resources, and the processes and production skills to teach and produce playable educational digital content, including classroom practice and applications. Methodology: Through practice-based learning and technology as an enabler, to inform the development of this model, we proposed a mixed-mode project-based approach of study within a transdisciplinary course for Higher Education students from the first year through to the post-graduate level. Contribution: An argument is also presented for the utility of this model for upskilling Pre-service Teachers’ (PSTs) pedagogical content knowledge in Technologies, which is especially relevant to the Australian curriculum context and will be broadly applicable to various educative and non-Australian settings. Findings: Supported by practice-based research, work samples and digital projects of Simulation Learning and XR developed by the authors are demonstrated to ground the discussion in examples; the discussion that is based around some of the challenges and the technical considerations, and the scope of teaching digital solutions creation is provided. Recommendations for Practitioners: We provide a flexible technologies teaching and learning model for determining content for inclusion in a course designed to provide introductory Simulation Learning and XR solution creation skills and knowledge. Recommendation for Researchers: The goal was to provide key criteria and an outline that can be adapted by academic researchers and learning designers in various higher education-based contexts of teaching and inclusive learning design focused on XR. Impact on Society: We explore how educators work with entities in various settings and contexts with different priorities, and how we recognise expertise beyond the institutional interests, beyond discipline, and explore ‘what is possible’ through digital technologies for social good and inclusivity. Future Research: The next step for this research is to investigate and explore how XR and Simulation Learning could be utilised to accelerate student learning in STEM and HASS disciplines, to promote knowledge retention and a higher level of technology-enhanced learning engagement.

Transdisciplinary research in energetics and cancer (TREC) training program for early career investigators.

11031 Background: Given the rising prevalence of obesity, poor diet and physical inactivity, known in combination as “energy balance” or “energetics”, as well as their associations with cancer incidence and mortality, innovative research, clinical care and training of scientists are needed to lower the prevalence of these risk factors and in turn, lower cancer incidence and mortality rates. Methods: With NCI support (R25CA203650) from 2016-2021, we developed and offered an annual one-week, in-residence Transdisciplinary Research in Energetics and Cancer (TREC) Training workshop, followed by a yearlong mentoring program, that focused on energy balance and cancer research across the cancer control continuum. Results: We recruited, educated, trained and mentored 123 early career investigators (TREC Fellows) from 64 different institutions and from diverse academic backgrounds (i.e., 20% basic, 33% clinical and 47% population sciences) in transdisciplinary research in energetics and cancer. Fellows accepted to the TREC Training Program worked with more than 20 expert international TREC Faculty on developing grant applications and original research toward key gaps in energy balance and cancer research. TREC Fellows have published over 270 manuscripts in peer-reviewed journals, with at least 62 published manuscripts including the TREC Fellow as first or senior author and including a TREC Faculty and/or Fellow as co-author. Since completing the Program, TREC Fellows have received at least 31 extramural grants, as principal investigator. Building upon the strengths of the previous five years, we were awarded a competitive renewal to continue the TREC Training Program through 2026. TREC Training program goals are: (1) to continue to offer a TREC Training Program for ̃100 academically diverse early career investigators including a 5-day in-residence workshop focused on the Fellows research, networking, mentoring and professional development; (2) to evaluate the TREC Training Program and track TREC Fellows career development; and (3) to disseminate the TREC Training sessions, webinars and newsletter to the broader community of investigators. Conclusions: To our knowledge, no other in-residence training program exists that focuses on energetics and cancer research. Our vision is to continue the TREC mission of training scientists and clinicians to develop a cadre of well-trained, diverse researchers. The overall impact of this transdisciplinary training course will be defined by the degree to which TREC Fellows produce innovative research approaches and discoveries, thereby accelerating the dissemination and implementation of evidence-based approaches into everyday practice and patient care and improving the health of the population at risk for cancer as well as cancer survivors.

Smart Automotive E-Mobility—A Proposal for a New Curricula for Engineering Education

Automotive engineering is an area of great value and development. Lately, it has evolved rapidly because of autonomous vehicles. The development of smart mobility will be crucial in the coming years. Related research and companies related to intelligent transportation require trained and capable engineers. It is essential to generate an updated and specialized academic program that provides state-of-the-art technologies and related areas with smart mobility. This paper presents a novel two-year graduate academic program focused on smart electromobility. Programs around the globe were analyzed to find opportunity areas related to autonomous and electric vehicles, and smart mobility. Multi- and transdisciplinary courses were designed, according to the findings, on areas related to computer science, mechanical and electric engineering, law, marketing, and public policy. The proposed program fulfills the needs of a graduate student who will later work in a smart electromobility environment. The program offers a balanced curriculum that includes technical, business and social courses. Virtual and physical labs are proposed to develop a high-quality educational experience. This proposal can be used as a model for upcoming and related programs in other universities.

Learning Transdisciplinary Collaboration: Undergraduate Student Perceptions of Successes and Areas for Improvement in Transdisciplinary, Problem-Focused Honors Seminar Courses

The honors college at a large land-grant research university developed transdisciplinary courses to provide undergraduate opportunities for small, student-centered classes and collaborative problem engagement in a global context. In these courses, students engage principles of competency-based education and inquiry-based learning combined with instruction in transdisciplinarity and decision-making tied to the college mission statement and course learning outcomes. As an observational study, we surveyed 91 honors students from 12 transdisciplinary courses over three semesters, asking five-point Likert scale questions and open-ended perspective questions at the beginning and end of each semester. Participants predominantly identified as White (74%), male (57%), senior-level students (67%), and represent 34 majors. Findings emphasize outcomes of lasting faculty relationships and opportunities to explore interests outside students’ majors, which respondents report influencing their academic development. Students also report areas for curricular improvement in developing research skills and engaging problem-focused experiences. We describe new offerings made to address findings.

Equitably Linking Integrative Learning and Students' Innovation Capacities.

The purpose of this study was to examine the relationship between two recent currents in postsecondary education – integrative learning and undergraduate innovation. We located the rationale for this study in postsecondary educational practices and policies (e.g., inclusive makerspaces, transdisciplinary courses) which have theorized the connection between these two areas yet have not scrutinized this relationship through robust quantitative study. Drawing on a sample of 5,503 undergraduate students attending one of four Universities in the United States, we employed structural equation modeling (SEM) to test the uniqueness of measured constructs as well as examined associations between variables and overall fit in a structural setting. Results indicated the appropriateness of measuring each construct distinctively and provided evidence of a robust relationship between integrative learning and innovation intentions. Additionally, we identified consistent major-specific and identity-based patterns of realizing effects on innovation in association with integrative learning. The study concludes with discussion of findings and implications for educators and academic leaders working to equitably support efforts across these areas.

Water, River, and Community: Bridging Community, Environment, and Outreach Through a Transdisciplinary Course

Water, River, and Community: Bridging Community, Environment, and Outreach Through a Transdisciplinary Course

Who Coaches the Coaches? The Development of a Coaching Model for Experiential Learning

This study explores a case of coaching deployed in experiential, interdisciplinary, and project-based courses. This study follows coaching in two courses that operated on a high-impact practice framework. In these courses, coaching was experienced by both students and faculty as a critical feature of the success of the courses. Students showed that coaching impacted their sense of the gravity of course content, their ownership of student-designed work, their relationships with faculty, and their experience of place-based learning. Faculty indicated that the coaching promoted transdisciplinary course planning, while their teaching benefited student engagement. We recommend practices for coaching that can support gains for students and faculty in experiential, project-based, interdisciplinary courses.

Findings From an Examination of a Class Purposed to Teach the Scientific Method Applied to the Business Discipline

Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a student satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated.

Wising Up: Designing a Course for the Future: A Report on a New Transdisciplinary and Intergenerational Course

ABSTRACT Wising up: designing a course for the future is an intergenerational, transdisciplinary course that was offered in the fall 2019. It was designed using widely participatory processes involving elementary school children, college undergraduates, and elders. Its goal was to explore what we need to learn as individuals and communities to sustain ourselves in an increasing ecologically and socially challenged future. Topics ranged from the relationships between brain and mind, to nature and society, and spirited citizenship. Processes included brief lectures, group discussion, story sharing, relationship building activities, field trips, and journaling. Individual and organizational outcomes included broadening of interests and commitment to transformation.

Integrating sustainability into higher education curriculum through a transdisciplinary perspective

Higher education institutions are among the most influential elements of implementing concepts of sustainability and sustainable development. Manufacturing industries of all sorts are key stakeholders, which rely on universities to satisfy the demand for competent workforce. Society also expects universities to educate our youth and contribute to their self-development by achieving both, scientific and intellectual knowledge saturation. Among all these missions, today, universities are trying to develop sustainability curriculums to further increase sustainability awareness and to provide undergraduate students with a toolkit that would provide them with a competitive advantage in the job market. Developing such a curriculum would only be possible with a transdisciplinary approach. Therefore, the objective of this study was to contribute to strategic alignment of higher education institutions and corporate organizations by developing a course curriculum that integrates modern management techniques and sustainability concepts with wood products industry dynamics, which also focuses on project based learning (PBL). Theories of sustainability, lean management, supply chain management, six-sigma, and life cycle analysis were reinforced with hands-on activities of value-added wood product manufacturing line during a 16-weeks course. Students’ pre- and post-education awareness of and familiarity with sustainability, potential consequences of ignored sustainability issues, modern management techniques, global trends, innovation waves, and industry evolution were compared through a seventeen-question survey. Results showed that proposed course content was successful at increasing sustainability awareness at both overall and individual sustainability pillar levels. At the end, 100% of students were able to develop complete understanding of various modern management techniques and stated that they feel confident to apply learnt skills to real life issues within their profession upon graduation. The outcomes of the study could serve as a guide for those looking to develop similar inter- or trans-disciplinary courses at higher education institutions.

Promoting transdisciplinary learning through a summer course on climate, water, and agriculture

AbstractTransdisciplinary approaches increasingly are needed to address complex environmental problems. Students can benefit from research and learning opportunities in which they investigate issues, integrate knowledge across disciplines, engage with stakeholders, collaborate with others, and devise solutions. This paper presents information on a 1‐week intensive transdisciplinary course focused on climate, water, and agriculture for undergraduate and graduate students. The course, which was held at The Ohio State University's Stone Laboratory on Lake Erie, was offered over 3 years and utilized the local and regional context for investigation and inquiry. Presentations, discussions, experiential and field activities, and guest presentations were used as a way to promote student learning. Students felt positive about their participation and rated the transdisciplinary aspects of the course highly. Ideas from this course can be used to develop similar courses and learning experiences in other settings and on other environmental topics. Instructors are encouraged to utilize campus and local resources, recruit students from a diversity of disciplines, and align content and activities to build transdisciplinary skills.

Escaping the subject‐based class: A Finnish case study of developing transversal competencies in a transdisciplinary course

AbstractIn 2014, the Finnish National Board of Education launched a new core curriculum with the aim of meeting the skills and competence requirements of the 21st century. The purpose of this case study was to find out what transversal competencies Finnish eighth graders developed and how they experienced studying in a problem‐based transdisciplinary course, which was arranged for the transitional stage between the former and the new curriculum. The qualitative data consisted of questionnaires and interviews. The analysis followed the methods of qualitative content analysis. When asked about their learning, the students commented on not having learnt much, referring to the discipline‐based knowledge. Instead, they had learnt skills through teamwork, problem solving, and expression of their views and opinions, an aspect that they did not clearly connect with the things to be learnt at school. Many students felt that they acquired the competencies that they would need later in their lives. The students’ teamwork had a crucial impact on their learning experience. The timeframe for the integrative approach needs careful consideration; the learning process in this course was perceived as being successful because it was long enough. Our study highlights that focusing on students’ views is critical when reforming curriculum.