Search for: All records

There have been numerous demands for enhancements in the way undergraduate learning occurs today, especially at a time when the value of higher education continues to be called into question (The Boyer 2030 Commission, 2022). One type of demand has been for the increased integration of subjects/disciplines around relevant issues/topics—with a more recent trend of seeking transdisciplinary learning experiences for students (Sheets, 2016; American Association for the Advancement of Science, 2019). Transdisciplinary learning can be viewed as the holistic way of working equally across disciplines to transcend their own disciplinary boundaries to form new conceptual understandings as well as develop new ways in which to address complex topics or challenges (Ertas, Maxwell, Rainey, & Tanik, 2003; Park & Son, 2010). This transdisciplinary approach can be important as humanity’s problems are not typically discipline specific and require the convergence of competencies to lead to innovative thinking across fields of study. However, higher education continues to be siloed which makes the authentic teaching of converging topics, such as innovation, human-technology interactions, climate concerns, or harnessing the data revolution, organizationally difficult (Birx, 2019; Serdyukov, 2017). For example, working across a university’s academic units to collaboratively teach, or co-teach, around topics of convergence are likely to be rejected by the university systems that have been built upon longstanding traditions. While disciplinary expertise is necessary and one of higher education’s strengths, the structures and academic rigidity that come along with the disciplinary silos can prevent modifications/improvements to the roles of academic units/disciplines that could better prepare students for the future of both work and learning. The balancing of disciplinary structure with transdisciplinary approaches to solving problems and learning is a challenge that must be persistently addressed. These institutional challenges will only continue to limit universities seeking toward scaling transdisciplinary programs and experimenting with novel ways to enhance the value of higher education for students and society. This then restricts innovations to teaching and also hinders the sharing of important practices across disciplines. To address these concerns, a National Science Foundation Improving Undergraduate STEM Education project team, which is the topic of this paper, has set the goal of developing/implementing/testing an authentically transdisciplinary, and scalable educational model in an effort to help guide the transformation of traditional undergraduate learning to span academics silos. This educational model, referred to as the Mission, Meaning, Making (M3) program, is specifically focused on teaching the crosscutting practices of innovation by a) implementing co-teaching and co-learning from faculty and students across different academic units/colleges as well as b) offering learning experiences spanning multiple semesters that immerse students in a community that can nourish both their learning and innovative ideas. As a collaborative initiative, the M3 program is designed to synergize key strengths of an institution’s engineering/technology, liberal arts, and business colleges/units to create a transformative undergraduate experience focused on the pursuit of innovation—one that reaches the broader campus community, regardless of students’ backgrounds or majors. Throughout the development of this model, research was conducted to help identify institutional barriers toward creating such a cross-college program at a research-intensive public university along with uncovering ways in which to address these barriers. While data can show how students value and enjoy transdisciplinary experiences, universities are not likely to be structured in a way to support these educational initiatives and they will face challenges throughout their lifespan. These challenges can result from administration turnover whereas mutual agreements across colleges may then vanish, continued disputes over academic territory, and challenges over resource allotments. Essentially, there may be little to no incentives for academic departments to engage in transdisciplinary programming within the existing structures of higher education. However, some insights and practices have emerged from this research project that can be useful in moving toward transdisciplinary learning around topics of convergence. Accordingly, the paper will highlight features of an educational model that spans disciplines along with the workarounds to current institutional barriers. This paper will also provide lessons learned related to 1) the potential pitfalls with educational programming becoming “un-disciplinary” rather than transdisciplinary, 2) ways in which to incentivize departments/faculty to engage in transdisciplinary efforts, and 3) new structures within higher education that can be used to help faculty/students/staff to more easily converge to increase access to learning across academic boundaries. 

The physical mechanisms that link the termination of star formation in quiescent galaxies and the evolution of their baryonic components, stars, and the interstellar medium (ISM; dust, gas, and metals) are poorly constrained beyond the local Universe. In this work, we characterise the evolution of the dust content in 545 quiescent galaxies observed at 0.1 < z < 0.6 as part of the hCOSMOS spectroscopic redshift survey. This is, to date, the largest sample of quiescent galaxies at intermediate redshifts for which the dust, stellar, and metal abundances are consistently estimated. We analyse how the crucial markers of a galaxy dust life cycle, such as specific dust mass (M_dust/M_⋆), evolve with different physical parameters, namely gas-phase metallicity (Z_gas), time since quenching (t_quench), stellar mass (M_⋆), and stellar population age. We find morphology to be an important factor in the large scatter inM_dust/M_⋆(∼2 orders of magnitude). Quiescent spirals exhibit strong evolutionary trends of specific dust mass withM_⋆, stellar age, and galaxy size, in contrast to the little to no evolution experienced by ellipticals. When transitioning from solar to super-solar metallicities (8.7 ≲ 12 + log(O/H)≲9.1), quiescent spirals undergo a reversal inM_dust/M_⋆, indicative of a change in dust production efficiency. By modelling the star formation histories of our objects, we unveil a broad dynamical range of post-quenching timescales (60 Myr < t_quench < 3.2 Gyr). We show thatM_dust/M_⋆is highest in recently quenched systems (t_quench < 500 Myr), but its further evolution is non-monotonic, as a consequence of different pathways for dust formation, growth, or removal on various timescales. Our data are best described by simulations that include dust growth in the ISM. While this process is prevalent in the majority of galaxies, for ∼15% of objects we find evidence of additional dust content acquired externally, most likely via minor mergers. Altogether, our results strongly suggest that prolonged dust production on a timescale of 0.5 − 1 Gyr since quenching may be common in dusty quiescent galaxies at intermediate redshifts, even if their gas reservoirs are heavily exhausted (i.e. cold gas fraction < 1 − 5%).