0

Full Content is available to subscribers

Subscribe/Learn More  >

Teaching Interdisciplinary Design Between Architecture and Engineering: Finding Common Ground While Retaining Disciplinary Expertise

[+] Author Affiliations
Timothy Li, Nilanjan Raghunath, Katja Hölttä-Otto, Suranga Nanayakkara

Singapore University of Technology and Design, Singapore

Asli Arpak

Massachusetts Institute of Technology, Cambridge, MASingapore University of Technology and Design, Singapore

Cassandra Telenko

Georgia Institute of Technology, Atlanta, GA

Paper No. DETC2015-46873, pp. V003T04A010; 11 pages
doi:10.1115/DETC2015-46873
From:
  • ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
  • Volume 3: 17th International Conference on Advanced Vehicle Technologies; 12th International Conference on Design Education; 8th Frontiers in Biomedical Devices
  • Boston, Massachusetts, USA, August 2–5, 2015
  • Conference Sponsors: Design Engineering Division, Computers and Information in Engineering Division
  • ISBN: 978-0-7918-5710-6
  • Copyright © 2015 by ASME

abstract

Many educators agree that developing an interdisciplinary design curriculum is critical in creating the next generation of design professionals. However, literature surrounding the pedagogical challenges to undergraduate interdisciplinary design courses is limited. In this paper we study the initial challenges in developing and delivering an interdisciplinary design course. We observe from the perspective of the educators and the students in a newly synthesized co-taught design course that combines both architecture and engineering disciplines.

Through exploratory observations and analysis of student and instructor feedback throughout the semester, our findings suggest that disciplinary boundaries often influence pedagogical styles despite a concerted effort to create an interdisciplinary course that focuses on design. Despite agreement to interdisciplinary design teaching through shared lectures and activities, individual teaching methods varied, impacted by pedagogical norms from their respective disciplines. In response, students had mixed reactions to the varying presentation methods and critique feedback. This study, while preliminary in assessment, raises many questions about the challenges of teaching interdisciplinary design courses.

Copyright © 2015 by ASME
Topics: Design , Teaching

Figures

Tables

Interactive Graphics

Video

Country-Specific Mortality and Growth Failure in Infancy and Yound Children and Association With Material Stature

Use interactive graphics and maps to view and sort country-specific infant and early dhildhood mortality and growth failure data and their association with maternal

NOTE:
Citing articles are presented as examples only. In non-demo SCM6 implementation, integration with CrossRef’s "Cited By" API will populate this tab (http://www.crossref.org/citedby.html).

Some tools below are only available to our subscribers or users with an online account.

Related Content

Customize your page view by dragging and repositioning the boxes below.

Related eBook Content
Topic Collections

Sorry! You do not have access to this content. For assistance or to subscribe, please contact us:

  • TELEPHONE: 1-800-843-2763 (Toll-free in the USA)
  • EMAIL: asmedigitalcollection@asme.org
Sign In