TY - JOUR
T1 - Transdisciplinary collaborative research exploration for undergraduate engineering students
AU - Ertas, Atila
AU - Greenhalgh-Spencer, Heather
AU - Gulbulak, Utku
AU - Baturalp, Turgut Batuhan
AU - Frias, Kellilynn M.
N1 - Publisher Copyright:
© 2017 TEMPUS Publications.
PY - 2017
Y1 - 2017
N2 - This paper describes the creation of a Transdisciplinary Design Studio (TD2S) for Collaborative Research and Education (CORE) in the Department of Mechanical Engineering at Texas Tech University and a study of this pedagogy for undergraduate engineering students. More specifically, this paper highlights a project-based TD design class which encouraged small student research groups to take on new behaviors of work-collaboration and teamwork-to solve complex problems. To create engagement in the class, an active learning and design-based research pedagogy was incorporated. Three main components (digital learning, creativity tools & techniques, and domain experts) of the TD design studio were examined for their contribution to student learning. We highlight the overlooked role of transdisciplinary design training in the undergraduate research experience and make specific reference to the impact of these pedagogical techniques on the learning outcomes for both Caucasian and under-represented minorities. Students' collaboration and creativity skills (TD skills) were tested and the results are presented. The ultimate goal of the TDclass is to promote the creative, innovative, and divergent thinking of students. This research study validated that TD-methods support the learning of underrepresented groups: transdisciplinary practice showed positive impact on underrepresented minority students' learning.
AB - This paper describes the creation of a Transdisciplinary Design Studio (TD2S) for Collaborative Research and Education (CORE) in the Department of Mechanical Engineering at Texas Tech University and a study of this pedagogy for undergraduate engineering students. More specifically, this paper highlights a project-based TD design class which encouraged small student research groups to take on new behaviors of work-collaboration and teamwork-to solve complex problems. To create engagement in the class, an active learning and design-based research pedagogy was incorporated. Three main components (digital learning, creativity tools & techniques, and domain experts) of the TD design studio were examined for their contribution to student learning. We highlight the overlooked role of transdisciplinary design training in the undergraduate research experience and make specific reference to the impact of these pedagogical techniques on the learning outcomes for both Caucasian and under-represented minorities. Students' collaboration and creativity skills (TD skills) were tested and the results are presented. The ultimate goal of the TDclass is to promote the creative, innovative, and divergent thinking of students. This research study validated that TD-methods support the learning of underrepresented groups: transdisciplinary practice showed positive impact on underrepresented minority students' learning.
KW - Collaborative research
KW - Collective intelligence
KW - Engineering education
KW - Transdisciplinarity
KW - Transdisciplinary design studio
UR - http://www.scopus.com/inward/record.url?scp=85021939910&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85021939910
VL - 33
SP - 1242
EP - 1256
JO - International Journal of Engineering Education
JF - International Journal of Engineering Education
SN - 0949-149X
IS - 4
ER -