The Built Environments Laboratory: An Interdisciplinary Framework for Studio Education in the Planning and Design Disciplines

Yocom, Ken; Proksch, Gundula; Born, Branden; Tyman, Shannon

doi:10.11120/jebe.2012.07020008

Cited by 13 publications

(13 citation statements)

References 27 publications

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“…By its nature, sustainability requires an action-oriented practical approach. Yocom et al [20] indicate that deliberately keeping a built environment studio experimental supported students to pursue new approaches and suggest alternative approaches and disciplinary responses. Developing a collaborative understanding between students was more difficult and communication is essential to tease out the issues and develop shared understandings.…”

Section: Sustainability In Built Environment Curriculamentioning

confidence: 99%

Interdisciplinary Engagement in Higher Education: Opportunities Explored

Iyer‐Raniga¹

2020

Innovations in Higher Education - Cases on Transforming and Advancing Practice

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There are increasing pressures on universities to make their graduates ready for life and work, in addition to ensuring technical and professional competence. This chapter discusses the implications of supporting such an approach for higher education in a university in Australia where the university was treated as an urban living lab, supporting student engagement for a course innovated to cover three different disciplines. Urban living labs are a form of collaborative partnership particularly in urban areas to support sustainability outcomes. The innovation presented here was in using a green building on campus, bringing students from different disciplines, to study this green building, thereby also partnering with industry. The key question driving the research was whether academic-industry partnerships may be used to understand the performance of green buildings on an urban campus. The anchor course was in construction management and the other disciplines were business and computer science. Twenty three students undertook study of predetermined spaces of a green building on campus. The results show that as a pilot study, this project was successful, with good engagement of students, teaching and non-teaching staff from the university and industry. However, it was more difficult to convert the pilot to mainstream teaching and learning.

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Section: Sustainability In Built Environment Curriculamentioning

confidence: 99%

Interdisciplinary Engagement in Higher Education: Opportunities Explored

Iyer‐Raniga¹

2020

Innovations in Higher Education - Cases on Transforming and Advancing Practice

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“…Although diverse in its forms, studio-based learning focuses on learning through action (applied learning) and developing an assessable creative and/or design process, performance or product. The studio is a place where students learn by doing, a venue for hands-on learning that requires students to take an active role in engaging with and incorporating distinct components of the curriculum into a comprehensive project (Yocom, Proksch, Born, & Tyman, 2012).…”

Section: Studio-based Learningmentioning

confidence: 99%

An Evaluation of Applying Blended Practices to Employ Studio-Based Learning in a Large-Enrollment Design Thinking Course

Brown

Karle

Kelly

2015

CONTEMP EDUC TECHNOL

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DSGN110 was a multidisciplinary course teaching first year students enrolled in in a variety of majors about design thinking. The course is offered for the majors of architecture, landscape architecture, interior design, community and regional planning, along with computer science and business students. By blending face-to-face and online instructional strategies, desired practices and learning outcomes associated with the more intimate nature of studio-based learning and learning through action were scaled and achieved in the large enrollment course. The quantitative analysis of the pre and post survey revealed significant change across all constructs and the qualitative data analysis supported these findings, demonstrating that a blended course design utilizing collaborative technology platforms offered an innovative solution to teaching and learning in a manner reflective of a studio-based pedagogy.

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“…Cross-disciplinary miscommunication and a lack of collective understanding are major barriers to this method of interdisciplinary collaboration and can pose significant problems in arriving at interdisciplinary solutions in these situations (Yocom et al 2012;Chettiparamb 2011). Cross-disciplinary miscommunication and a lack of collective understanding are major barriers to this method of interdisciplinary collaboration and can pose significant problems in arriving at interdisciplinary solutions in these situations (Yocom et al 2012;Chettiparamb 2011).…”

Section: Introductionmentioning

confidence: 99%

CitySection

Johnston

2014

Journal of Planning Education and Research

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Planning education has engaged little with the question of how to educate our students regarding interdisciplinary inquiry. This article proposes pedagogy to educate planners and environmental designers to engage multidisciplinary theory and methods to perform interdisciplinary environmental research, synthesis, and interpretation. Experiential and situated learning theories guide a course design where students first perform a series of disciplinary inquiries, followed by collaborative interdisciplinary inquiries, along an urban research transect. Assessment of this pedagogy finds that (1) interdisciplinary understanding can successfully grow from disciplinary understanding and (2) "collaboration in parallel" can lead to successful interdisciplinary collaboration.

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The Built Environments Laboratory: An Interdisciplinary Framework for Studio Education in the Planning and Design Disciplines

Cited by 13 publications

References 27 publications

Interdisciplinary Engagement in Higher Education: Opportunities Explored

Interdisciplinary Engagement in Higher Education: Opportunities Explored

An Evaluation of Applying Blended Practices to Employ Studio-Based Learning in a Large-Enrollment Design Thinking Course

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