The Transdisciplinary Living Lab Model
(TDLL)
Dena Fam, Abby Mellick Lopes, Katie Ross and Alexandra Crosby
Abstract A Transdisciplinary Living Lab Model (TDLL) was developed
in collaboration with two Australian Universities: the University of Technology
Sydney and Western Sydney University. This TDLL model takes a transdisciplinary
approach to learning while utilizing the university campus as a living laboratory. This
chapter presents the processes used to create, and discusses the benefits of creating, a
conducive environment for transdisciplinary learning on-campus in a project-based
living lab.
Keywords Transdisciplinary living labs · Sustainable development goals ·
Leverage points · Systems thinking
The Transdisciplinary Living Lab case studies introduced in this chapter focused
on food waste. In these TDLL experiences, a diverse range of students from many
disciplines were mentored by course facilitators with expertise in transdisciplinary
research and practice, to learn how to contribute their own disciplinary knowledge
and expertise in transdisciplinary teams seeking to reduce food waste on campus.
In addition, as a deliberate attempt to guide students to consider how local food
practices impact on global systems, university system experts incorporated the Sustainable Development Goals (SDGs) into the TDLL activities. The students were
D. Fam (B) · K. Ross
Institute for Sustainable Futures, University of Technology Sydney, 235 Jones St,
Ultimo, Sydney 2007, Australia
e-mail: Dena.Fam@uts.edu.au
K. Ross
e-mail: Katie.Ross@uts.edu.au
A. M. Lopes
Institute for Culture and Society, Western Sydney University, Building EM,
Parramatta, NSW 2751, Australia
e-mail: A.MellickLopes@westernsydney.edu.au
A. Crosby
Faculty of Design, Architecture and Building, University of Technology Sydney,
235 Jones St, Ultimo, Sydney 2007, Australia
e-mail: Alexandra.Crosby@uts.edu.au
© Springer Nature Switzerland AG 2020
W. Leal Filho et al. (eds.), Universities as Living Labs for Sustainable Development,
World Sustainability Series, https://doi.org/10.1007/978-3-030-15604-6_11
167
(TDLL)
Dena Fam, Abby Mellick Lopes, Katie Ross and Alexandra Crosby
Abstract A Transdisciplinary Living Lab Model (TDLL) was developed
in collaboration with two Australian Universities: the University of Technology
Sydney and Western Sydney University. This TDLL model takes a transdisciplinary
approach to learning while utilizing the university campus as a living laboratory. This
chapter presents the processes used to create, and discusses the benefits of creating, a
conducive environment for transdisciplinary learning on-campus in a project-based
living lab.
Keywords Transdisciplinary living labs · Sustainable development goals ·
Leverage points · Systems thinking
The Transdisciplinary Living Lab case studies introduced in this chapter focused
on food waste. In these TDLL experiences, a diverse range of students from many
disciplines were mentored by course facilitators with expertise in transdisciplinary
research and practice, to learn how to contribute their own disciplinary knowledge
and expertise in transdisciplinary teams seeking to reduce food waste on campus.
In addition, as a deliberate attempt to guide students to consider how local food
practices impact on global systems, university system experts incorporated the Sustainable Development Goals (SDGs) into the TDLL activities. The students were
D. Fam (B) · K. Ross
Institute for Sustainable Futures, University of Technology Sydney, 235 Jones St,
Ultimo, Sydney 2007, Australia
e-mail: Dena.Fam@uts.edu.au
K. Ross
e-mail: Katie.Ross@uts.edu.au
A. M. Lopes
Institute for Culture and Society, Western Sydney University, Building EM,
Parramatta, NSW 2751, Australia
e-mail: A.MellickLopes@westernsydney.edu.au
A. Crosby
Faculty of Design, Architecture and Building, University of Technology Sydney,
235 Jones St, Ultimo, Sydney 2007, Australia
e-mail: Alexandra.Crosby@uts.edu.au
© Springer Nature Switzerland AG 2020
W. Leal Filho et al. (eds.), Universities as Living Labs for Sustainable Development,
World Sustainability Series, https://doi.org/10.1007/978-3-030-15604-6_11
167