Charting a Path to Trans-Disciplinary Collaborative Design for Adaptation to Sea Level Rise

Authors

  • Mason Andrews Hampton University
  • Mujde Erten-Unal Old Dominion University
  • Carol Considine Old Dominion University

DOI:

https://doi.org/10.33423/jhetp.v20i15.3948

Keywords:

higher education, trans-disciplinary collaborative design, studio-based learning, climate assessment, sea level rise, engineering education, architecture education, STEM, minority success, African American women

Abstract

NSF project to evaluate, test and model effective trans-disciplinary collaborative research and design in teaching, learning, and productivity among architecture and civil engineering and civil engineering technology students who develop real world interventions for communities impacted by flooding related to sea level rise. The studio-based learning (SBL) engages students in different stages of learning and provides opportunities to acknowledge conflicts between methods and models within each discipline. The application of the impacts of SBL and trans-disciplinary study would provide useful data and replicable models for programs seeking to improve minority persistence and success in STEM-related inquiry and future professional and academic achievements.

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Published

2020-12-25

How to Cite

Andrews, M., Erten-Unal, M., & Considine, C. (2020). Charting a Path to Trans-Disciplinary Collaborative Design for Adaptation to Sea Level Rise. Journal of Higher Education Theory and Practice, 20(15). https://doi.org/10.33423/jhetp.v20i15.3948

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Section

Articles