Project Team
Mathieu Feagan, Knowledge Integration
Marta Berbes, School of Planning
Elizabeth Cook, Barnard College-Columbia University
Mercy Borbor-Cordova, Escuela Superior Politecnica del Litoral
Maria Del Pilar Cornejo-Rodriguez, Escuela Superior Politecnica del Litoral
Nancy Grimm, Arizona State University
Project Summary
This project investigates the use of self-assessment as an innovative approach for deepening student-led transdisciplinary teams-based learning in the context of international research and collaboration on urban resilience and climate change in the Anthropocene. After completing a two-month preparatory course, a transdisciplinary team of five students will use a self-assessment rubric and questionnaire at the beginning, middle, and end of their international fieldwork experience. Upon their return, students will be individually interviewed to share their perceptions of the value of self-assessment in building their capacity for further transdisciplinary teams-based research. The project will inform faculty approaches to preparing students for real-world, transdisciplinary research, with a focus on self-assessment, collaboration, and intercultural effectiveness, with findings disseminated through presentations to the Waterloo Climate Institute, the Waterloo Institute for Complexity and Innovation, and to colleagues across the Faculty of Environment.
References
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(https://www.sciencedirect.com/science/article/pii/S0921800905000273)
Van Poeck, K., Leif Östman, Thomas Block. (2020). “Opening up the black box of learning-by-doing in sustainability transitions” in Environmental Innovation and Societal Transitions, Volume 34, Pages 298-310, ISSN 2210-4224, https://doi.org/10.1016/j.eist.2018.12.006.
(https://www.sciencedirect.com/science/article/pii/S2210422417301879)
Zafeirakopoulos, M., & van der Bijl-Brouwer, M. (2018). “Exploring the Transdisciplinary Learning Experiences of Innovation Professionals” in Technology Innovation Management Review, 8(8): 50-59. http://doi.org/10.22215/timreview/1178