Abstract
Transdisciplinary education offers an opportunity to enhance complex problem-solving skills for engineers (among other disciplines), increase efficacy for diverse students, and increase possibilities for deep learning experiences. In order to test the efficacy of Transdisciplinary (TD) content pedagogy, we undertook a quasi-experimental case study design research project where we compared the levels of engagement, trust, collaboration, and problem-solving skills developed in an undergraduate mechanical engineering course and compared those results with a ‘control’ mechanical engineering course that was on the same subject matter and taught by the same teacher. Findings suggest that the TD course does increase collaboration, problem-solving, and engagement. Our results also show that TD content pedagogy allows students to engage in rich learning experiences that create moments where they see the world differently, where they are ‘pulled up short’; and this approach may give students important advantages in the classroom and the workforce.
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Greenhalgh-Spencer, H., Frias, K., Ertas, A. (2017). Transdisciplinary Content Pedagogy in Undergraduate Engineering Education: Being Pulled Up Short. In: Gibbs, P. (eds) Transdisciplinary Higher Education. Springer, Cham. https://doi.org/10.1007/978-3-319-56185-1_6
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