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合作，为曼谷城郊的一处池塘/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。景观设计课程组首先完成设计愿景的构建与初步方案创作，随后通过线上汇报与协作式实地踏勘，将设计方案分享给环境工程专业学生。环境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，对设计方案的性能展开评估。他们成功将景观设计方案的部分要素融入评估流程，尤其聚焦于用于水质净化的人工湿地相关设计内容。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高。课程评估结果显示，两个课程班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，但同时也期望两学科之间能够实现更深度的互动。文中还讨论了拟实施的教学改进举措，其中包括引入斯坦尼茨（Steinitz）理论框架。