Archnet > Publication > Framework for Cross-Border Transdisciplinary Design Studio Education

This paper presents a conceptual framework for an architectural-construction integration (A-CI) design studio curriculum in the context of an architectural graduate program. It aims to apply trans-disciplinary principals to educate competent graduates in sustainable global design-build practice. The A-CI curriculum emulates the computer-integrated Project Based Learning Laboratory (PBL) model developed at Stanford University by building on the PBL’s framework, and principles of learning and teaching professional, cultural, technological, and spatial differences amongst the building stakeholders. We extend it to include a project’s financial and regulatory decision-making process along the planning and architectural design processes at the earlier project development life-cycle phases. The paper will first present the literature review on transdisciplinary learning, followed by a description on the framework and principles of the PBL model before proposing how we extend the PBL model to integrate the early architectural design phase. The proposed program’s framework covers a four-semester curriculum at graduate level during which, students from participating universities in developing countries have the opportunity to participate in a global building project with students from participating universities in developed countries. An additional benefit of this curriculum is that it would allow students from both developing and developed countries to experience cross-border trans-disciplinary learning and teaching.

Type

journal article

Year

2007

This paper presents a conceptual framework for an architectural-construction integration (A-CI) design studio curriculum in the context of an architectural graduate program. It aims to apply trans-disciplinary principals to educate competent graduates in sustainable global design-build practice. The A-CI curriculum emulates the computer-integrated Project Based Learning Laboratory (PBL) model developed at Stanford University by building on the PBL’s framework, and principles of learning and teaching professional, cultural, technological, and spatial differences amongst the building stakeholders. We extend it to include a project’s financial and regulatory decision-making process along the planning and architectural design processes at the earlier project development life-cycle phases. The paper will first present the literature review on transdisciplinary learning, followed by a description on the framework and principles of the PBL model before proposing how we extend the PBL model to integrate the early architectural design phase. The proposed program’s framework covers a four-semester curriculum at graduate level during which, students from participating universities in developing countries have the opportunity to participate in a global building project with students from participating universities in developed countries. An additional benefit of this curriculum is that it would allow students from both developing and developed countries to experience cross-border trans-disciplinary learning and teaching.

Ibrahim, Rahinah, Fruchter, Renate, and Sharif, Roslina. "Framework for Cross-Border Transdisciplinary Design Studio Education," in ArchNet-IJAR: International Journal of Architectural Research, vol. 1, issue 3 (2007).