Introducing Transdisciplinary Problem Solving to Environmental Management Systems and Geology Students Through a Case Study of Disturbed Coastal Systems (original) (raw)

2014, Journal of College Science Teaching

AI-generated Abstract

This paper presents a case study of a transdisciplinary course implemented at Louisiana State University, designed for students in environmental management, geology, and landscape architecture. It emphasizes the importance of collaborative learning and critical thinking in addressing environmental problems, particularly in restoring disturbed coastal systems. Through expert speakers, group projects, and field trips, students developed comprehensive restoration plans for specific areas, encountering challenges related to scheduling, disciplinary understanding, and team dynamics. The findings highlight the need for tailored teaching approaches, effective communication, and peer evaluations to enhance the transdisciplinary learning experience.