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Transforming Engagement through Authentic Collaboration: Transdisciplinary Learning for Design Students and Preservice Teachers

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This transdisciplinary case study explores the transformation of students' professional identities, through authentic learning. It is underpinned by our curiosity about whether transdisciplinary learning based in authentic contexts, can generate new ways of responding to 21st-Century challenges, while simultaneously deepening higher education student learning engagement. It reports on a learning and teaching initiative which connected students from two different faculties in an Australian higher education context. The students—preservice teachers and design students (from the disciplines of architecture, interior design, landscape architecture and industrial design)—collaborated in teams to co-design an early childhood learning centre on a local project site. Our data confirmed the students' deep learning engagement through a transformational pedagogy, and the development of their unique professional identities through enhanced opportunities for transdisciplinary collaboration. Findings suggest that this model, while not without its challenges, has considerable merit to offer the field of higher education.

Keywords: authentic learning ; design education ; early childhood education ; learning engagement ; professional identity ; transdisciplinarity ; transformational pedagogy

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Transforming Engagement through Authentic Collaboration: Transdisciplinary Learning for Design Students and Preservice Teachers
Intellect , 112 (2023); https://doi.org/10.1386/9781789388671_6
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References

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References

  1. Anding, Julie M.. ( 2005;), ‘ An interview with Robert E. Quinn entering the fundamental state of leadership: Reflections on the path to transformational teaching. ’, Academy of Management Learning & Education, 4:4, pp. 487–95.
     [Google Scholar]
  2. Atkinson, Georgina,, Misko, Josie,, and Stanwick, John. ( 2015), ‘ Work integrated learning in STEM disciplines: Employer perspectives. ’, Report Produced by National Centre for Vocational Education Research, Canberra:: Office of the Chief Scientist;, https://www.chiefscientist.gov.au/2015/08/report-work-integrated-learning-in-stem-disciplines-employer-perspectives. Accessed 22 June 2021.
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  3. Bain, Bernice,, Griffith, Keely,, and Varney, Jennifer. ( 2019), ‘ Transdisciplinarity practice in higher education. ’, in V. Wang. (ed.), Handbook of Research on Transdisciplinary Knowledge Generation, Hershey:: IGI Global;, pp. 115–31, http://doi:10.4018/978-1-5225-9531-1.ch009.
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  4. Baron, Paula,, and Corbin, Lillian. ( 2012;), ‘ Student engagement: Rhetoric and reality. ’, Higher Education Research & Development, 31:6, pp. 759–72.
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  5. Bernardo, Maria A. C.,, Butcher, Jude,, and Howard, Peter. ( 2014;), ‘ The leadership of engagement between university and community: Conceptualizing leadership in community engagement in higher education. ’, International Journal of Leadership in Education, 17:1, pp. 103–22, http://doi:10.1080/13603124.2012.761354.
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  6. Birkeland, Janis,, Halsnaes, Kirsten,, and Markandya, Anil. ( 2002), Design for Sustainability: A Sourcebook of Integrated, Eco-Logical Solutions, UK:: Earthscan;.
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  7. Boyd, Barry L.. ( 2009;), ‘ Using a case study to develop the transformational teaching theory. ’, Journal of Leadership Education, 7:3, pp. 50–59.
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  8. Brown, Natalie. ( 2010;), ‘ WIL[ling] to share: An institutional conversation to guide policy and practice in work integrated learning. ’, Higher Education Research & Development, 29:5, pp. 507–18.130
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  9. Campbell, Nittaya. ( 2012;), ‘ Promoting intercultural contact on campus: A project to connect and engage international and host students. ’, Journal of Studies in International Education, 16:3, pp. 205–27.
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  10. Cooper, Helen,, Spencer-Dawe, Eileen,, and McLean, Elspeth. ( 2005;), ‘ Beginning the process of teamwork: Design, implementation and evaluation of an inter-professional education intervention for first year undergraduate students. ’, Journal of Interprofessional Care, 19:5, pp. 492–508.
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  11. Cranton, Patricia. ( 2006), ‘ Fostering authentic relationships in the transformative classroom. ’, New Directions for Adult and Continuing Education, 109, pp. 5–13, https://onlinelibrary.wiley.com/doi/abs/10.1002/ace.203.
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     [Google Scholar]
  13. Cross, Nigel,, and Cross, Anita C.. ( 1995;), ‘ Observations of teamwork and social processes in design. ’, Design Studies, 16:2, pp. 143–70.
     [Google Scholar]
  14. Davis, Julie,, O'Gorman, Lyndal,, Gibson, Megan,, Osborne, Lindy,, and Franz, Jill. ( 2016), ‘ Rethinking culture and diversity in early childhood preservice teacher education: Looking at teaching and learning through an interdisciplinary lens. ’, in A. Farrell, and I. P. Samuelsson. (eds), Diversity in the Early Years: Intercultural Learning and Teaching, South Melbourne:: Oxford University Press;, pp. 179–97.
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  15. Dorst, Kees,, and Reymen, Isabelle. ( 2004), ‘ Levels of expertise in design education. ’, in DS 33: Proceedings of E&PDE 2004, the 7th International Conference on Engineering and Product Design Education, Delft:, 2–3 September.
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  17. Franz, Jill,, Larkin, Ingrid,, Brough, Dean,, O'Connor, Erin,, Wright, Natalie,, and Zelenko, Oksana. ( 2012), ‘ Developing authentic professional knowledge through transformative community engagement in an interdisciplinary service learning project. ’, in Collaborative Education: Investing in the Future: Proceedings of the 2012 Australian Collaborative Education Network (ACEN) National Conference, Geelong, 29 October–2 November, Springvale South:: Australian Collaborative Education Network (ACEN);, pp. 94–97, https://acen.edu.au/wp-content/uploads/2015/09/ACEN-2012-National-Conference-Proceedings.pdf?x54394. Accessed 14 May 2021.
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  19. Hough, Michael, J.,, and Paine, John. ( 1997), Creating Quality Learning Communities, South Melbourne:: Macmillan Education Australia;.
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  20. Hutchings, Maggie,, and Quinney, Anne. ( 2015;), ‘ The flipped classroom, disruptive pedagogies, enabling technologies and wicked problems: Responding to “the bomb in the basement”. ’, Electronic Journal of E-learning, 13:2, pp. 106–19.131
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  21. Jackson, Denise. ( 2017;), ‘ Developing pre-professional identity in undergraduates through work-integrated learning. ’, Higher Education, 74, pp. 833–53, https://doi.org/10.1007/s10734-016-0080-2.
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  22. Jimenez-Eliaeson, Tomas. ( 2017;), ‘ The transdisciplinary atelier: A spatiotemporal approach to learning for the innovation economy. ’, Planning for Higher Education, 45:2, p. 39.
     [Google Scholar]
  23. Lauche, Kristina,, Bohemia, Erik,, Connor, Chris,, and Badke-Schaub, Petra. ( 2008;), ‘ Distributed collaboration in design education: Practising designer and client roles. ’, Journal of Design Research, 7:3, pp. 238–58.
     [Google Scholar]
  24. Lee, Geoffrey,, McGuiggan, Robyn,, and Holland, Barbara. ( 2010;), ‘ Balancing student learning and commercial outcomes in the workplace. ’, Higher Education Research & Development, 29:5, pp. 561–74.
     [Google Scholar]
  25. Lotz-Sisitka, Hella,, Wals, Arjen E. J.,, Kronlid, David,, and McGarry, Dylan. ( 2015;), ‘ Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction. ’, Current Opinion in Environmental Sustainability, 16, pp. 73–80.
     [Google Scholar]
  26. Melasalmi, Anitta,, and Husu, Jukka. ( 2018;), ‘ A narrative examination of early childhood teachers’ shared identities in teamwork. ’, Journal of Early Childhood Teacher Education, 39:2, pp. 90–113.
     [Google Scholar]
  27. Mezirow, Jack. ( 1991), Transformative Dimensions of Adult Learning, San Francisco:: Jossey-Bass;.
     [Google Scholar]
  28. Mezirow, Jack. ( 2000), Learning as Transformation: Critical Perspectives on a Theory in Progress, San Francisco:: Jossey-Bass;.
     [Google Scholar]
  29. Mezirow, Jack. ( 2006), ‘ An overview on transformative learning. ’, in P. Sutherland, and J. Crowther. (eds), Lifelong Learning: Concepts and Contexts, London:: Routledge;, pp. 90–105.
     [Google Scholar]
  30. Moss, Peter. ( 2006;), ‘ Structures, understandings and discourses: Possibilities for re-envisioning the early childhood worker. ’, Contemporary Issues in Early Childhood, 7:1, pp. 30–41.
     [Google Scholar]
  31. Nagda, Biren R. A.,, Gurin, Patricia,, and Lopez, Gretchen E.. ( 2003;), ‘ Transformative pedagogy for democracy and social justice. ’, Race, Ethnicity and Education, 6:2, pp. 165–91.
     [Google Scholar]
  32. O'Connor, Erin L.,, Smith, Judith E.,, Crane, Phil R.,, Brough, Dean,, Shaw, Natasha,, Franz, Jill M.,, and Larkin, Ingrid K.. ( 2013), ‘ Valuing student and community voices in the university: Action research as a framework for community service-learning. ’, Action Learning Action Research Journal, 18:2, pp. 123–59.
     [Google Scholar]
  33. Orrell Janice. ( 2011), Good Practice Report: Work-Integrated Learning, Sydney:: Australian Learning and Teaching Council;.
     [Google Scholar]
  34. Papadopoulos, Theo,, Taylor, Tracy,, Fallshaw, Eveline,, and Zanko, Michael. ( 2011), Engaging Industry: Embedding Professional Learning in the Business Curriculum, Sydney:: Australian Learning and Teaching Council;.
     [Google Scholar]
  35. Palincsar, Annemarie S.,, and Herrenkohl, Leslie R.. ( 2002;), ‘ Designing collaborative learning contexts. ’, Theory into Practice, 41:1, pp. 26–32.132
     [Google Scholar]
  36. Pilgrim, Chris,, and Koppi, Tony. ( 2012), ‘ Work integrated learning rationale and practices in Australian information and communications technology degrees. ’, in M. de Raadt, and A. Carbone. (eds), Proceedings of the Fourteenth Australasian Computing Education Conference, Melbourne, 31 January–3 February, Sydney:: Australian Computer Society;, pp. 25–32.
     [Google Scholar]
  37. Riebe, Linda,, Girardi, Antonia,, and Whitsed, Craig. ( 2016), ‘ A systematic literature review of teamwork pedagogy in higher education. ’, Small Group Research, 47:6, pp. 619–64.
     [Google Scholar]
  38. Smith, Calvin. ( 2012;), ‘ Evaluating the quality of work-integrated learning curricula: A comprehensive framework. ’, Higher Education Research & Development, 31:2, pp. 247–62, http://doi:10.1080/07294360.2011.558072
     [Google Scholar]
  39. Thompson, James. ( 2017), ‘ Identity transformation through collaboration: Narratives of “becoming an architect”. ’, in R. Tucker. (ed.), Collaboration and Student Engagement in Design Education, Hershey:: IGI Global;, pp. 332–53.
     [Google Scholar]
  40. Thompson, James. ( 2019), Narratives of Architectural Education: From Student to Architect, London:: Routledge;.
     [Google Scholar]
  41. Trilling, Bernie,, and Fadel, Charles. ( 2009), 21st Century Skills, Enhanced Edition: Learning for Life in Our Times, Germany:: Wiley;.
     [Google Scholar]
  42. Tucker, Richard. (ed.) ( 2017), ‘ Teaching teamwork in design: A framework for understanding effectiveness in student teams. ’, in Collaboration and Student Engagement in Design Education, Hershey:: IGI Global;, pp. 1–27.
     [Google Scholar]
  43. Whitby, Gregory B.. ( 2007), ‘ Pedagogies for the 21st century: Having the courage to see freshly. ’, in J. Lewis. (ed.), Proceedings of the ACEL International Conference, Sydney, 10–12 October, Winmalee:: Australian Council for Educational Leaders;.
     [Google Scholar]
  44. Whitebook, Marcy,, and Ryan, Sharon. ( 2011), Degrees in Context, New Brunswick:: National Institute for Early Education Research;.
     [Google Scholar]
  45. Wragg, Nicole,, and Barnes, Carolyn. ( 2017), ‘ Group work and the externally-oriented capstone: Opening students to the challenges of professional practice. ’, in R. Tucker. (ed.), Collaboration and Student Engagement in Design Education, Hershey:: IGI Global;, pp. 305–31.
     [Google Scholar]

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