Oliveira, S;
Olsen, L;
Malki-Epshtein, L;
Mumovic, D;
D’Ayala, D;
(2021)
Transcending disciplines in architecture, structural and building services engineering: a new multidisciplinary educational approach.
International Journal of Technology and Design Education
10.1007/s10798-020-09645-3.
(In press).
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Abstract
This paper refects upon the mechanisms that enable development of curricular approaches to multidisciplinary architecture/engineering higher education. Building upon recent calls for integrated multidisciplinary building design practice, academics at UCL, industry partners and respective professional bodies embarked upon developing a new course that challenged disciplinary boundaries and defned the needs of a new design professional. Whilst there have been attempts internationally to better integrate architecture as well as engineering education, eforts have largely been focused on bolt-on solutions based on pre-existing education programmes. In addition, there has been little discussion (empirical or theoretical) on practical measures associated with developing multidisciplinary education in the built environment. Drawing on mixed data including documentary evidence, semi structured interviews and observations, the study begins to shed light on the approaches underpinning the development of a multidisciplinary built environment MEng course at UCL that integrates architecture, building services and civil engineering. The paper’s contribution is threefold. First, the fndings have implications for developing multidisciplinary built environment education curricula, through revealing key mechanisms including the need for shared attitudes and expectations. Second, the paper highlights the conditions that enable the negotiation of multidisciplinary curricula including institutional support, shared values and a collective need and willingness to explore new solutions. Third, the paper refects upon the value of design studio learning as a critical integrative component to the delivery of multidisciplinary education in the built environment and STEM more widely.
| Type: | Article |
|---|---|
| Title: | Transcending disciplines in architecture, structural and building services engineering: a new multidisciplinary educational approach |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/s10798-020-09645-3 |
| Publisher version: | https://doi.org/10.1007/s10798-020-09645-3 |
| Language: | English |
| Additional information: | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| Keywords: | Architecture · Design studio · Engineering · Education · Multidisciplinary · STEM |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Engineering Science > Dept of Civil, Environ and Geomatic Eng UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of the Built Environment UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of the Built Environment > Bartlett School Env, Energy and Resources UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of the Built Environment > The Bartlett School of Architecture |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10118970 |
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