Charting a Path to Trans-Disciplinary Collaborative Design for Adaptation to Sea Level Rise

Abstract

NSF project to evaluate, test and model effective trans-disciplinary collaborative research and design in teaching, learning, and productivity among architecture and civil engineering and civil engineering technology students who develop real world interventions for communities impacted by flooding related to sea level rise. The studio-based learning (SBL) engages students in different stages of learning and provides opportunities to acknowledge conflicts between methods and models within each discipline. The application of the impacts of SBL and trans-disciplinary study would provide useful data and replicable models for programs seeking to improve minority persistence and success in STEM-related inquiry and future professional and academic achievements.