usys tdlab‘s contribution to id, td and design thinking teaching … · usys tdlab‘s...

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Christian Pohl & Michael Stauffacher

USYS TdLab‘s contribution to id, td and design thinking teaching

2016-02-17 Pohl Stauffacher 1

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Interdisciplinorchestra

Cartoon: K. Herweg

§  Getting to know each other’s teaching §  Discuss, learn, network and have fun §  and because of

Why are we here today?


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§  Initiative of Peter Edwards (former Dean, now Singapore-ETH) §  Fields of activities (see http://www.tdlab.usys.ethz.ch/)

§  Teaching: bachelor, master and PhD level in TDforSD §  Research: initiate, coordinate and undertake exemplary td research

projects, develop Td methods toolbox §  Services: advise/support USYS’s students and researchers in TDforSD

§  People at the USYS TdLab §  Co-directors Pius Krütli, Christian Pohl & Michael Stauffacher (each 50%

permanent position) §  Core team (Alice Hertzog, Dagmar Schröter, BinBin Pearce, Carolina

Adler, Evelina Trutnevyte – teaching project and research funded) §  PhD students & PostDocs/Seniors (e.g. Mert Duygan, Greg Meylan,

Theresa Knoblauch, Roman Seidl, Carmenza Robledo – research funded) §  Guest researchers (PhD students, PostDocs, Profs)

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The Transdisciplinarity Lab at the Department of Environmental Systems Science (USYS TdLab)

2016-02-17 Pohl Stauffacher

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Participatory Research

Interdisciplinary research

Transdisciplinary Research

TdLab‘s understanding of ID & TD


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Society handles

sustainability challenges

Science researches

sustainability issues

Functional dynamic collaboration of disciplines

and engagement with stakeholders to research and solve complex sustainability

issues

Rationality of science, truth

and rigor

Rationality of practice, relevance

and workability

Problem framing

Impact

Problem analysis

TdLab’s teaching: Theoretical framework

(Bergmann et al. 2005; Pohl und Hirsch Hadorn 2007; Stauffacher et al 2008; Jahn et al. 2012; Pohl 2014)


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§  Bachelor level (German, UWIS only, > 100 students) §  [Einführung in den Umgang mit Umweltsystemen (4 ECTS)] §  [Analyse und Beurteilung der Umweltschädlichkeit (6 ECTS)] à at the moment revised and integrated into one course (10 ECTS)

§  Masters level (English, UWIS/AGRW/beyond; 20-30 students) §  Transdisciplinary case study (7 ECTS) §  Transdisciplinary case study methods (3 ECTS) §  Sustainability assessment (3 ECTS) à minor TDforSD (case study plus one of the two method course) §  [additionally: MSc theses (30 ECTS each)]

§  PhD/PostDoc (English, ETH domain & beyond; 20-30 students) §  CCES Winterschool „Science Meets Practice“ (4 ECTS) §  Seminar Td Research for Sustainable Development (2 ECTS)

Our teaching core: TDforSD (transdisciplinary research for sustainable development)


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§  Purpose: first year students analyse a complex problem and develop solutions to it

§  Learning focus: basic scientific skills, group work, combining system and design thinking

§  Features: First experiences with being an expert, Graded group performance

Example bachelor level: “Umweltproblemlösen”

EUUS-Fallstudie 2015

Mobilität in der Agglomeration Aarau

Akteuranalyse

Gruppe 3:

Fabian Schnyder Fabienne Maire Silvano Murk Valentin Brühwiler Experte:

Christian Pohl

Departement Umweltsystemwissenschaften


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§  Purpose: master students tackle a real-world problem in interaction with societal actors

§  Learning focus: research based learning, id group, stakeholder engagement

§  Features: covers whole research process (from formulating research questions to writing report)

Example master level: transdisciplinary case study


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§  Purpose: PhDs and Post-Docs plan and run interactions with people from practice.

§  Learning focus: Exchange on equal footing with practice, moderation and consultation skills, work in id groups

§  Features: PhDs take full responsibility, stakeholder engagement is experienced in real-world context

Example PhD level: “Science meets practice”


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§  How to deeply integrate system and design thinking?

§  How to adequately grade case study courses?

§  How to combine consecutive elements of our curriculum with incoming new students?

§  Teaching abroad (e.g. summer schools in Colombia, case study in the Seychelles): challenges and benefits?

Some of TdLab’s burning questions:

M. Pohl


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Bergmann, M., Brohmann, B., Hoffmann, E., Loibl, M. C., Rehaag, R., Schramm, E. & Voß, J.-P. (2005). Quality Criteria for Transdisciplinary Research. A Guide for the Formative Evaluation of Research Projects. In ISOE Studientexte 13, 76 Frankfurt am Main: Institute for Social-Ecological Research (ISOE).

Jahn, T., Bergmann, M. & Keil, F. (2012). Transdisciplinarity: Between mainstreaming and marginalization. Ecological Economics 79: 1-10.

Moser, C., Pohl, C., Krütli, P., Stauffacher, M. & Edwards, P. (2013). Transdisziplinäre Kompetenzen bündeln und weiterentwickeln: das USYS TdLab/Bundling and Advancing Transdisciplinary Competences: The USYS TdLab. GAIA - Ecological Perspectives for Science and Society 22(3): 204-205.

Pohl, C. (2014). From complexity to solvability: The praxeology of transdisciplinary research. In Transdisciplinary Sustainability Studies: A Heuristic Approach, 103-118 (Eds P. Tapio and K. Huutoniemi). Routledge.

Pohl, C. & Hirsch Hadorn, G. (2007). Principles for Designing Transdisciplinary Research - proposed by the Swiss Academies of Arts and Sciences. München: oekom Verlag.

Stauffacher, M., Flueler, T., Krutli, P. & Scholz, R. W. (2008). Analytic and Dynamic Approach to Collaboration: A Transdisciplinary Case Study on Sustainable Landscape Development in a Swiss Prealpine Region. Systemic Practice and Action Research 21(6): 409-422.

References


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