Transforming paradigms through a novel transdisciplinary design build course: a case study on engineering and architecture students’ learning impact at a Canadian university in partnership with Shoal Lake 40 First Nation
Notice bibliographique
Résumé
The research presented in this thesis focuses on the learning impact of students' participation in a novel transdisciplinary design build course offered by the faculties of engineering and architecture at the University of Manitoba in partnership with Shoal Lake 40 First Nation (SL40 FN). Transdisciplinarity brings different people and their respective knowledges and worldviews together to address a common goal/challenge, often within a sustainability context. In this course, the instructors and Indigenous community partners aimed to transform the way architecture and engineering students are educated to design and build collaboratively across disciplines and cultures. A qualitative intrinsic case study employing cultural-historical activity theory (CHAT) and the researcher’s social constructivist perspective narrates the learning journeys of six non-Indigenous students in the design build course. Participant interviews, portfolios and course field notes were analyzed. CHAT activity systems were generated to analyze students’ learning in seven key activities in the course: the (1) historical context motivating the course provided on the first day, (2) cultural teachings from Elders, (3) community site visits and participation in ceremonies, (4) conceptual to final design, (5) Freedom Road Powwow, (6) prefabrication of design, and (7) onsite build. These activities were examined to better understand how the students navigated boundaries of (i) disciplinary practice (engineering and architecture), (ii) design actualization from theory to 3D, and (iii) relationship-building and collaboration with the Indigenous partners. Students’ learning at the boundaries of discipline, design, and culture displayed paradigm shifts as pre-existing stereotypes, prejudices, knowledge gaps, and embodied ways of knowing were challenged to create pathways of perspective, communication, practice and identity formation supportive of interdisciplinary and intercultural knowledge exchange and relationship-building. The findings from this research demonstrate that the SL40 FN Design Build course promoted epistemic diversification in the mentalities and hearts of the student participants who gained a greater knowledge and value of the respective discipline and Indigenous culture. Little research has been published on higher educational transdisciplinary environments teaching engineering and architecture students to work with Indigenous community stakeholders. The research presented in this thesis aims to provide engineering and architecture educators and leaders with information on how project-based transdisciplinary courses can help prepare students to work on real-world complex challenges across disciplines in ways that constructively and respectfully navigate fragmented practices and relationships between diverse peoples and epistemologies resulting from the colonialization of Canada and as currently present in national and global sustainability challenges.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».