Abstract

This paper reexamines research conducted with more than a dozen authorities in architectural education on collaborative methodologies over a three year period. The focus of initial study, a doctoral dissertation entitled: Collaborative Design Pedagogy: A Naturalistic Inquiry of Architectural Education (McPeek, 2009), examined the apparent disparity existent between the practicing profession of architecture and the academic preparation of its future members. In this paper, a condensed examination of specific findings from the previous data set point to four key levels of pedagogical collaboration (community, institution, faculty, and student) that are critical components to the implementation of collaborative architectural curriculum. These levels contain both inhibiting and facilitating elements that appear in all types of higher educational institutions (public, private, liberal arts schools, land grant universities, etc) and in varied curriculum settings. Thus, while the authors’ main emphasis lies in enhancing the pedagogical scope of architectural education, this data may also be pivotal in facilitating and/or inhibiting collaborative endeavors in any major field of study, particularly those which incorporate collaborative methods in the context of situated learning.

Keywords:

Architecture, Collaboration, Pedagogy, Cross-Disciplinary, Trans-Disciplinary, Multidisciplinary, Interdisciplinarity, Intradisciplinary

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Jul 7th, 12:00 AM

Collaborative Design Pedagogy: An Examination of the Four Levels of Collaboration

This paper reexamines research conducted with more than a dozen authorities in architectural education on collaborative methodologies over a three year period. The focus of initial study, a doctoral dissertation entitled: Collaborative Design Pedagogy: A Naturalistic Inquiry of Architectural Education (McPeek, 2009), examined the apparent disparity existent between the practicing profession of architecture and the academic preparation of its future members. In this paper, a condensed examination of specific findings from the previous data set point to four key levels of pedagogical collaboration (community, institution, faculty, and student) that are critical components to the implementation of collaborative architectural curriculum. These levels contain both inhibiting and facilitating elements that appear in all types of higher educational institutions (public, private, liberal arts schools, land grant universities, etc) and in varied curriculum settings. Thus, while the authors’ main emphasis lies in enhancing the pedagogical scope of architectural education, this data may also be pivotal in facilitating and/or inhibiting collaborative endeavors in any major field of study, particularly those which incorporate collaborative methods in the context of situated learning.

 

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