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Teaching across disciplines: a case study of a project-based short course to teach holistic coastal adaptation design

Author

Listed:
  • Pamela K. Judge

    (Roger Williams University)

  • Jane A. Buxton

    (University of Rhode Island)

  • Thomas C. Sheahan

    (Northeastern University)

  • Eleanor R. Phetteplace

    (GNCB Consulting Engineers, P.C)

  • David L. Kriebel

    (United States Naval Academy)

  • Elisabeth M. Hamin Infield

    (University of Massachusetts)

Abstract

Climate change has led to the need for innovation in resilient infrastructure and the social policies which will support those. This requires greater interdisciplinary interactions and knowledge building among emerging professionals. This paper presents a case study of a pilot short course intended to immerse graduate students in the design of resilient infrastructure using place-based and interdisciplinary active team learning. This course helps graduate students bridge the gap between research and practice on the social science and engineering of resilient infrastructure for coastal adaptation. The intellectual framework for the course (the Adaptive Gradients Framework) provides a holistic evaluation of adaptation design proposals and was used to recognize the complexity of social, ecological and engineering aspects and varied social benefits. The course provides a model to move outside rigid boundaries of institutions and disciplines to begin to build, in both students and instructors, the ability to work more effectively on complex social-ecological-engineering problems. Finally, this paper presents a summary of lessons learned from this pilot short course.

Suggested Citation

  • Pamela K. Judge & Jane A. Buxton & Thomas C. Sheahan & Eleanor R. Phetteplace & David L. Kriebel & Elisabeth M. Hamin Infield, 2020. "Teaching across disciplines: a case study of a project-based short course to teach holistic coastal adaptation design," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 10(3), pages 341-351, September.
    • Handle: RePEc:spr:jenvss:v:10:y:2020:i:3:d:10.1007_s13412-020-00610-z
    DOI: 10.1007/s13412-020-00610-z
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    References listed on IDEAS

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    1. Deana Pennington, 2016. "A conceptual model for knowledge integration in interdisciplinary teams: orchestrating individual learning and group processes," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 6(2), pages 300-312, June.
    2. Sandifer, Paul A. & Sutton-Grier, Ariana E. & Ward, Bethney P., 2015. "Exploring connections among nature, biodiversity, ecosystem services, and human health and well-being: Opportunities to enhance health and biodiversity conservation," Ecosystem Services, Elsevier, vol. 12(C), pages 1-15.
    3. Elisabeth M. Hamin & Yaser Abunnasr & Max Roman Dilthey & Pamela K. Judge & Melissa A. Kenney & Paul Kirshen & Thomas C. Sheahan & Don J. DeGroot & Robert L. Ryan & Brain G. McAdoo & Leonard Nurse & J, 2018. "Pathways to Coastal Resiliency: The Adaptive Gradients Framework," Sustainability, MDPI, vol. 10(8), pages 1-20, July.
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    Cited by:

    1. Jianqing Ma & Huixia Jin, 2022. "Increasing Sustainability Literacy for Environmental Design Students: A Transdisciplinary Learning Practice," Sustainability, MDPI, vol. 14(19), pages 1-11, September.

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