Tao Zhihan, Newman Galen, Arnold Michael, Li Ming-Han, Kim Jun-Hyun
Department of Landscape Architecture and Urban Planning, Texas A&M University, College Station, TX, USA.
Department of Horticultural Sciences, Texas A&M University, College Station, TX, USA.
Landsc Res Rec. 2019 Mar;8:75-86.
Demonstrating and experimenting interdisciplinary teaching and experiential learning, faculty and students across three colleges (Agriculture and Life Sciences, Architecture and Engineering), and 4 departments (Landscape Architecture and Urban Planning, Horticultural Sciences, and Civil, Biological and Agricultural Engineering) designed, implemented, and are monitoring effects of a rain garden. This collaboration presents a model for multi-scalar, interdisciplinary studio instruction involving a project conducted by over 200 undergraduate and graduate students across allied fields. Landscape Architecture students provided designs, construction details, and performance monitoring of the site as well as developed a large-scaled campus master plan. Horticultural Sciences students propagated and produced the plants. Civil engineers assisted with constructed infrastructure design and water quality/quantity assessment. Professional landscape architects, urban planners, horticulturalists, engineers and campus facilities maintenance personnel evaluated student work. This paper specifies lessons learned from the application of a program that sought to educate and train students in LID alternatives to traditional stormwater management through hands-on outdoor classroom activities. While opportunities for interdisciplinary networking, knowledge of the landscape construction process, and the ability to utilize scientific rationale for design decision making all increased, challenges included coordination efforts across disciplines, overcoming unknown nomenclature specific to each field, delays due to unforeseen circumstances, and budgetary increased as a result of maintenance issues. However, Collaboration between multidisciplinary professionals enabled students to experience the professional design process and have a deeper understanding of the positive impacts of green infrastructure through interdisciplinary experiential learning.
通过展示和试验跨学科教学与体验式学习，来自三所学院（农业与生命科学学院、建筑与工程学院）以及四个系（景观建筑与城市规划系、园艺科学系、土木、生物与农业工程系）的教师和学生设计、实施并监测了一个雨水花园的效果。这种合作展示了一种多尺度、跨学科工作室教学的模式，该项目由来自相关领域的200多名本科生和研究生共同开展。景观建筑专业的学生提供了场地的设计、施工细节和性能监测，并制定了一份大型校园总体规划。园艺科学专业的学生繁殖并培育了植物。土木工程师协助进行基础设施建设设计以及水质/水量评估。专业景观设计师、城市规划师、园艺学家、工程师和校园设施维护人员对学生的作品进行了评估。本文详细阐述了从一个项目应用中吸取的经验教训，该项目旨在通过户外实践课堂活动，对学生进行有关替代传统雨水管理的低影响开发（LID）方法的教育和培训。虽然跨学科交流的机会、对景观建设过程的了解以及利用科学原理进行设计决策的能力都有所增加，但挑战包括跨学科协调工作、克服各领域特有的未知术语、因意外情况导致的延误以及因维护问题而增加的预算。然而，多学科专业人员之间的合作使学生能够体验专业设计过程，并通过跨学科体验式学习更深入地了解绿色基础设施的积极影响。
