A multidisciplinary approach to authentic learning experiences for nature-based solutions design: broadening the monkey cheeks

Students in a Landscape Architecture studio at Thammasat University and an Environmental Engineering class at Asian Institute of Technology joined to develop and assess Nature-based Solution designs for a pond/wetland system in peri-urban Bangkok. The Landscape Architecture class first developed their design visions and subsequently their designs were introduced to the Engineering students through on-line presentations and collaborative on-site investigations. The Engineering students used combinations of water quality sampling, static calculations, and application of a conceptual, dynamic urban hydrology model to assess design performance. The Engineering students effectively incorporated some aspects of the architectural designs into their assessments, particularly those related to constructed wetlands for water quality improvement. Application of the dynamic model for water quantity assessments and provision of project cost estimates proved more challenging. Course evaluations indicated that students in both classes gained a better appreciation of the multidisciplinary process necessary for successful water resource planning, but also would prefer even greater interaction between the disciplines. Planned pedagogical improvements, including introduction of Steinitz’ Framework for Theory, are discussed.泰国法政大学（Thammasat University）景观设计工作室的学生与亚洲理工学院（Asian Institute of Technology）环境工程课程的学员，携手为曼谷近郊的一处池塘/湿地系统开发并评估基于自然的解决方案（Nature-based Solution）设计方案。景观设计课程的学员首先完成了设计愿景的构思，随后通过线上汇报与协作实地考察，将其设计方案分享给工程专业学生。工程专业学生结合水质采样、静态计算以及概念性动态城市水文模型的应用，对设计方案的性能开展评估。工程学生还将景观设计中的部分要素有效融入评估工作，尤其是与人工湿地水质净化相关的内容。不过，运用动态模型开展水量评估以及提供项目成本估算的环节则难度更大。课程评估结果显示，两个课程的学生均对成功开展水资源规划所需的多学科协作流程有了更深刻的认知，但他们也希望两学科间能实现更充分的互动交流。本次研究还讨论了计划中的教学改进举措，其中包括引入斯坦尼茨理论框架（Steinitz’ Framework for Theory）。