Developing the research-teaching nexus within a transdisciplinary open platform Common Core Course

Abstract

Context: Of the six HKU undergraduate aims, we consider ‘tackling novel situations and ill-defi ned problems’ and ‘leadership and advocacy for the improvement for human condition’ particularly challenging to achieve. A teaching model which engages students with real world challenges in a collaborative and inquiry-based manner may be an alternative towards achieving these pedagogically challenging undergraduate aims. We developed and implemented a student-led transdisciplinary team project (TTP) open platform common core course which brings together students from varying disciplines to collaborate on a research project with potential for impact in society. Initiative / Practice: This TTP serves as a pilot course under HKU’s Common Core Curriculum. Course instructors provide regular supervision throughout students’ project. An assembly of 6 students from diff erent disciplines and academic backgrounds worked together in identifying wider societal issues and developed their team project by critically questioning how transdisciplinary collaboration could address the issues identifi ed. Within the team, some students were engaged in lab-based research, others in public health study, economics, sustainability, and knowledge exchange with the community whilst building collaborations locally and internationally to enrich learning. The impact of student learning through TTP will be further evaluated quantitatively through questionnaires, qualitatively via student individual interview, and fulfi llment of student project deliverables. Remarks and implications: Students investigated the awareness of the local and international community towards Hepatitis C infection and simultaneously developed rapid and cost-eff ective 3D-printed diagnostics for Hepatitis C diagnosis. Through transdisciplinary collaboration, the students excelled in creating inquiry-based solutions to the challenges of early Hepatitis C diagnosis and communicated their research fi ndings to the general community. Students also acquired good project management, research and communication skills which are invaluable to their future endeavours. A transdisciplinary course where research and teaching converges would promote student learning in the highest cognitive domain – conduct, collaborate and create solutions to wider societal issues.