IN-PERSON: Applying Education

Abstract

Empirical evidence continuously suggests that the multi-faceted nature of sustainability challenges requires multi-disciplinary partnerships to solve them. However, pedagogical opportunities that expose students to experiences beyond their disciplinary boundaries are still scarce. It is in this regard that this pilot study set out to identify best practices in creating a transdisciplinary collaboration between food science and product design at the University of Nebraska-Lincoln (UNL) and study its pedagogical effects on addressing global sustainability challenges. Tackling the issue of tomato post-harvest loss in Nigeria, students enrolled in FDST 420 – (Fruit and Vegetable Technology) contributed scientific and technical knowledge on fruit and vegetable preservation while students enrolled in IDES-491 (Contemporary Issues in Product Design) contributed knowledge in Designing at the Base of the Pyramid (DBoP) and hands-on skills in design action. Together, through practice-based learning, they leveraged their knowledge and expertise to conceptualize suitable and sustainable solutions. External stakeholders from Nigeria were invited (virtually) to share contextual knowledge, support students through data analysis, and give feedback on the student’s proposed solutions. Data from the study was collected through the assessment of project deliverables including group presentations, design solutions, and individual student reports. Furthermore, questionnaires were administered at the end of the project to collect information on student’s attitudes. This paper will discuss the outcomes of the practice-based learning project, along with insights into the planning and organization of the project. It will outline the perceived impacts of transdisciplinary pedagogical collaborations on student attitudes in addressing global sustainability challenges; and convey insights on the opportunities and challenges involved in creating this transdisciplinary collaboration.