Pushing the Boundaries of Architectural and Engineering Education
A Case Study Analysis of the Experience, Outcomes, and Challenges of an Interdisciplinary and Collaborative Design Studio
DOI:
https://doi.org/10.38027/mediterranean-cities_vol4no1_1Keywords:
Design Education; Net-Zero Building; Collaborative Studio; Interdisciplinarity; Complexity; Solar DecathlonAbstract
This study investigates the impact of an interdisciplinary and collaborative approach to architecture and engineering education through a case study analysis based on a Solar Decathlon studio conducted in Turkey. The studio, which competed in the Solar Decathlon Design Challenge 2024, engaged architecture and engineering students, academics, and professionals in collaboration with design and industry partners to repurpose an abandoned school site. The study uses a hermeneutic methodology to explore the lived experiences of team participants and assess the outcomes, benefits, and challenges of the interdisciplinary and collaborative studio experience in developing a professional horizon and design knowledge and skills to address contemporary issues. Through semi-structured interviews, surveys, and thematic analysis, the study sheds light on the symbiotic relationship between academia, industry, civil society, and state departments in architectural and engineering education. This research contributes to understanding the potential of interdisciplinary design education in addressing the 21st-century problems in the built environment.
Downloads
References
Ali, A. K. (2019). A case study in developing an interdisciplinary learning experiment between architecture, building construction, and construction engineering and management education. Engineering, Construction and Architectural Management, 26(9), 2040-2059. https://doi.org/10.1108/ECAM-07-2018-0306 DOI: https://doi.org/10.1108/ECAM-07-2018-0306
Andrews, M., Erten-Unal, M., & Considine, C. (2020). Charting a path to trans-disciplinary collaborative design for adaptation to sea level rise. Journal of Higher Education Theory and Practice, 20(15). https://doi.org/10.33423/jhetp.v20i15.3948 DOI: https://doi.org/10.33423/jhetp.v20i15.3948
Anfara, V. A. Jr, Brown, K. M., & Mangione, T. L. (2002). Qualitative analysis on stage: Making the research process more public. Educational Researcher, 31(7), 28-38. https://doi.org/10.3102/0013189X031007028 DOI: https://doi.org/10.3102/0013189X031007028
Badawi, A. M., & Abdullah, M. R. (2021). Interdisciplinary design education: Development of an elective course in architecture and engineering departments. Journal of Engineering and Applied Sciences, 68(19). https://doi.org/10.1186/s44147-021-00010-2 DOI: https://doi.org/10.1186/s44147-021-00010-2
Bae, H., Polmear, M., & Simmons, D. R. (2022). Bridging the gap between industry expectations and academic preparation: Civil engineering students’ employability. Journal of Civil Engineering Education, 148(3). https://doi.org/10.1061/(ASCE)EI.2643-9115.0000062 DOI: https://doi.org/10.1061/(ASCE)EI.2643-9115.0000062
Borucka, J., & Macikowski, B. (2017). Teaching architecture: Contemporary challenges and threats in the complexity of the built environment. IOP Conference Series: Materials Science and Engineering, 245(8), 082058. https://doi.org/10.1088/1757-899X/245/8/082058 DOI: https://doi.org/10.1088/1757-899X/245/8/082058
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa DOI: https://doi.org/10.1191/1478088706qp063oa
Chang, T.-S., Wang, H.-C., Haynes, A. M., Song, M.-M., Lai, S.-Y., & Hsieh, S.-H. (2022). Enhancing student creativity through an interdisciplinary, project-oriented problem-based learning undergraduate curriculum. Thinking Skills and Creativity, 46. https://doi.org/10.1016/j.tsc.2022.101173 DOI: https://doi.org/10.1016/j.tsc.2022.101173
Deamer, P. (2020). Design pedagogy: The new architectural studio and its consequences. Architecture_MPS, 18(1). https://doi.org/10.14324/111.444.amps.2020v18i1.002 DOI: https://doi.org/10.14324/111.444.amps.2020v18i1.002
Freeman, M. (2011). Validity in dialogic encounters with hermeneutic truths. Qualitative Inquiry, 17(6), 543-551. https://doi.org/10.1177/1077800411409887 DOI: https://doi.org/10.1177/1077800411409887
Gadamer, H.-G. (1988). On the circle of understanding. In J. M. Connolly & T. Keutner (Eds.), Hermeneutics versus science? Three German views (pp. 68-75). Notre Dame, IN: University of Notre Dame Press. ISBN-13: 978-0268010850.
Gadamer, H.-G. (2006). Truth and method (J. Weinsheimer, Trans.). London: Continuum. ISBN-10: 082647697X.
Geertz, C. (1973). The interpretation of cultures: Selected essays. London, UK: Fontana. ISBN-13: 9780465097197
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597-606. https://doi.org/10.46743/2160-3715/2003.1870 DOI: https://doi.org/10.46743/2160-3715/2003.1870
Hall, K. (2021). The Civil Engineering Education Summit 2019: Mapping a future for civil engineering education. In Association for Engineering Education - Engineering Library Division Papers. 2021 ASEE Midwest Section Conference, 13-15 September 2021, Virtual. American Society for Engineering Education, ASEE. https://doi.org/10.18260/1-2-115.1153-38333 DOI: https://doi.org/10.18260/1-2-115.1153-38333
Heinendirk, E.-M., & Cadez, I. (2013). Innovative teaching in civil engineering with interdisciplinary teamwork. Organization, Technology & Management in Construction, 5(2). https://doi.org/10-5592/otmcj.2013.2.6 DOI: https://doi.org/10.5592/otmcj.2013.2.6
Jin, R., Yang, T., Piroozfar, P., Kang, B.-G., & Wanatowski, D. (2018). Project-based pedagogy in interdisciplinary building design adopting BIM. Engineering, Construction and Architectural Management, 25(10), 1376-1397. https://doi.org/10.1108/ECAM-07-2017-0119 DOI: https://doi.org/10.1108/ECAM-07-2017-0119
Leach, N. (1995). Fracture and breaks. In M. Pearce & M. Toy (Eds.), Educating architects (pp. 26-29). Academy Editions. ISBN-13: 978-1854903914.
Liang, C., & Yeh, H.-T. (2014). Engineering education: Curriculum, pedagogy and didactic aspects. J.P. Davim (Ed.). Chandos Publishing. ISBN-13: 978-1843346876
Liggett, J. A., & Etterna, R. (2001). Civil engineering education: Alternative paths. Journal of Hydraulic Engineering, 127(12), 1041-1051. https://doi.org/10.1061/(ASCE)0733-9429(2001)127:12(1041) DOI: https://doi.org/10.1061/(ASCE)0733-9429(2001)127:12(1041)
Livari, N. (2018). Using member checking in interpretive research practice: A hermeneutic analysis of informants’ interpretation of their organizational realities. Information Technology & People, 31(1), 111-133. https://doi.org/10.1108/ITP-07-2016-0168 DOI: https://doi.org/10.1108/ITP-07-2016-0168
Moravánszky, Á. (2017). Metamorphism: Material change in architecture. Basel: Birkhäuser. ISBN-13: 978-3035610192 DOI: https://doi.org/10.1515/9783035608069
Navarro, I., Gutiérrez, Á., Montero, C., Rodríguez-Ubiñas, E., Matallanas, E., Castillo-Cagigal, M., Porteros, M., Solórzano, J., Caamaño-Martín, E., Egido, A. A., Páez, A. M., & Vega, S. (2014). Experiences and methodology in a multidisciplinary energy and architecture competition: Solar Decathlon Europe 2012. Energy and Buildings, 83(11), 3-9. https://doi.org/10.1016/j.enbuild.2013.03.073 DOI: https://doi.org/10.1016/j.enbuild.2014.03.073
Oliveira, S., Olsen, L., Malki-Epshtein, L., & Mumovic, D. (2022). Transcending disciplines in architecture, structural, and building services engineering: A new multidisciplinary educational approach. International Journal of Technology and Design Education, 32, 1247-1265. https://doi.org/10.1007/s10798-020-09645-3 DOI: https://doi.org/10.1007/s10798-020-09645-3
Rifaat, S. I. (2019). The multidisciplinary approach to architectural education: Bridging the gap between academic education and the complexities of professional practice. IOP Conference Series: Materials Science and Engineering, 471(8), 082067. https://doi.org/10.1088/1757-899X/471/8/082067 DOI: https://doi.org/10.1088/1757-899X/471/8/082067
Rittel, H. W. J., & Webber, M. M. (1973). Dilemmas in a general theory of planning. Policy Sciences, 4(2), 155-169. https://doi.org/10.1007/BF01405730 DOI: https://doi.org/10.1007/BF01405730
Salama, A. M. (2016). Spatial design education: New directions for pedagogy in architecture and beyond. Routledge. https://doi.org/10.4324/9781315610276 DOI: https://doi.org/10.4324/9781315610276
Sim, J., Saunders, B., Waterfield, J., & Kingstone, T. (2018). Can sample size in qualitative research be determined a priori? International Journal of Social Research Methodology, 21(5), 619-634. https://doi.org/10.1080/13645579.2018.1454643 DOI: https://doi.org/10.1080/13645579.2018.1454643
Stock, P., & Burton, R. J. F. (2011). Defining terms for integrated (multi-inter-trans-disciplinary) sustainability research. Sustainability, 3(8), 1090-1113. https://doi.org/10.3390/su3081090 DOI: https://doi.org/10.3390/su3081090
Stone, S., & Sanderson, L. (2022). Introduction. In L. Sanderson & S. Stone (Eds.), Emerging practices in architectural pedagogy: Accommodating an uncertain future (pp. 1-15). Routledge. https://doi.org/10.4324/9781003138843 DOI: https://doi.org/10.4324/9781003174080-101
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Bahar Aktuna, Özgür Köylüoğlu
This work is licensed under a Creative Commons Attribution 4.0 International License.
This Journal is published through an Open Journal Systems as part of the Public Knowledge Project (PKP).
This Journal is licensed under a Creative Commons Attribution 4.0 International (CC BY)