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Different by design

Published online by Cambridge University Press:  06 August 2007

W. Mike Martin ,
Renate Fruchter ,
Humberto Cavallin  and
Ann Heylighen
W. Mike Martin
Affiliation:
College of Environmental Design, University of California, Berkeley, Berkeley, California, USA
Renate Fruchter
Affiliation:
Project Based Learning Laboratory, Department of Civil and Environmental Engineering, Stanford University, Stanford, California, USA
Humberto Cavallin
Affiliation:
Escuelade Arquitectura, Recinto Río Piedras de la Universidad de Puerto Rico, San Juan, Puerto Rico
Ann Heylighen
Affiliation:
Department of Architecture, Urbanism and Planning, Katholieke Universiteit Leuven, Leuven, The Netherlands
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Abstract

It is generally known that architectural practice relies heavily on the interactions between architects and other professionals. However, during their formal education, most students attending architecture schools, and engineering schools for that matter, get very little (if any) exposure to decision making in conditions that involve expertise and/or worldviews beyond those reflected and valued by their own discipline. In the past 10 years, a project-based learning initiative was developed between the University of California, Berkeley, and Stanford University in an international context involving several other universities around the world. Throughout this experience, we have identified several issues that have shown to be crucial to these interactions. This paper elaborates on three key issues: improvement of communication skills, empowerment through developing strategies of leadership, and recognition of own and others' worldviews. We also make the case to include experiential educational situations that can introduce these aspects into the academic curricula of architecture and engineering schools.

Keywords

CollaborationCommunicationCooperationDesign StudioProject-Based Learning

Information

Type
Research Article
Information
AI EDAM , Volume 21 , Issue 3 , August 2007 , pp. 219 - 225
Copyright
Copyright © Cambridge University Press 2007

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