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The Common Problems Project (CP2) is an interdisciplinary, problem-based pedagogy that was launched in 2015 by four partner colleges in the State University of New York (SUNY) system (Cortland, Oneonta, Oswego, and Plattsburgh). Since its inception, 100 faculty have participated in CP2 and integrated the pedagogy into 134 courses to implement 47 collaborative projects. CP2 is based on a simple but innovative approach in which instructors from different disciplines identify a real-world problem they have in common. They pair their relevant existing classes so that students can work in interdisciplinary teams to propose solutions to the problem. This paper describes CP2 and its theoretical underpinnings, provides the results of a three-pronged approach to assessment, and outlines recommendations for faculty and institutions who may be interested in replicating CP2 on their campuses. CP2 model holds promise for a future of collaborative problem solving as a pedagogical approach, and, as such, this article will be of interest to a wide range of scholars, practitioners, educators, and administrators. 

The Common Problem Pedagogy (CPP) project, a learning initiative implemented in four SUNY schools, aims to provide students with multidisciplinary, project-based experiences, and to foster a culture of such pedagogy among faculty. This work describes one CPP project that was conducted at SUNY Cortland during the Spring 2019 semester that brought together students from physics and graphic design disciplines. The goal of this project was to identify issues of environmental and social concern, develop numerical models to represent the effects of possible policy actions, and to communicate the meaning of this work as infographics suitable for a non-expert, public audience. This article discusses the project structure and organization, the numerical modeling work, the design process and creation of infographics, concluding with reflections on the points of success and plans for further development.