Imagination, Ideation, Innovation: A Pedagogical Perspective
Experiential Learning: The ‘Ideathon Challenge’ Case Study
Abstract (evaluative study – in progress)
Hackathons have burgeoned in popularity as a time-sensitive and team-based competition-style approach towards generating creative solutions to complex real-world problems. This study evaluates an innovative pedagogic model of experiential learning that evokes the essence of a hackathon but reframed and reformatted as an “Ideathon Challenge” for the specific context of an undergraduate elective course that I developed and am currently teaching in the School of Community and Regional Planning at the University of British Columbia. By examining the pedagogic design and delivery of the Ideathon Challenge against students’ pre-and-post self-assessments of their learning experiences, this study investigates the merits and challenges of cultivating “collaborative innovation” through a novel experiential learning environment for a particular form of planning education. That is, an early planning education accessible to learners from various knowledge domains and, as such, aims to fulfill a broader service role across disciplinary boundaries.
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Fostering Resilience Thinking: A Cross-sectoral Approach
Abstract (working paper – in progress)
The future of humanity is, with undeniable certainty, urban; yet, a vision of what will become of this urban future grows ever-more uncertain. Here, then, is the need for an adaptive mode of thinking that will mitigate the potentially paralyzing effect of uncertainty. This adaptive mode of thinking is referred to as ‘resilience thinking’. Through the case example of an undergraduate course in planning, this paper will demonstrate that resilience thinking can be fostered in an educational setting shaped by multiple stakeholders across different sectors. And, in doing so, address these crucial questions: What is the role of the university in times of uncertainty? Why is a cross-sectoral relation between the university, non-profit agency, and government beneficial in cultivating resilience? How can the built environment disciplines (e.g. planning, urban design, architecture) expose students to resilience thinking, and how might this learning transfer meaningfully beyond the classroom?