A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
High-Rise Design Studio: A Multidisciplinary Collaborative Approach
https://orcid.org/http://orcid.org/0000-0001-8349-2255
https://orcid.org/http://orcid.org/0009-0001-4425-6564
https://orcid.org/http://orcid.org/0000-0003-1564-8769
https://orcid.org/http://orcid.org/0000-0002-4924-4765
https://orcid.org/http://orcid.org/0000-0002-8451-8776
Architectural design is widely recognized as a fundamental component in understanding the design process, which endeavors to influence the abilities, sensibilities, and knowledge of students while fostering collaborative problem-solving and lateral thinking. This paper addresses the issue of conventional architectural education’s inadequacy in preparing students for the collaborative, interdisciplinary nature of modern architectural practice. Conventional design studios (CDS) have been criticized for emphasizing individual achievement and neglecting the importance of collaboration, communication, and integration of multidisciplinary perspectives. To investigate this issue, the study implemented a multidisciplinary collaborative design studio (MCDS) model into architectural education as per Sustainable Developing Goals fostering Innovation and Sustainability in Architecture at the School of Architecture and Interior Design, SRM Institute of Science and Technology, involving students from M. Arch (General Architecture), M. Tech (Structural Engineering), and M. Tech (Solar Energy) disciplines. The research employed a mixed-method approach, combining qualitative observations with quantitative data from questionnaire surveys administered to students, studio mentors, and reviewers, focusing on parameters such as collaboration, interdisciplinary learning, and design quality. The findings reveal that MCDS significantly enhances student engagement, interdisciplinary collaboration, and knowledge transfer, leading to higher-quality design outcomes compared to CDS. Students in MCDS demonstrated improved design thinking, problem-solving skills, and the ability to integrate diverse knowledge areas into their design process. Furthermore, the collaborative learning environment of MCDS closely mirrors the real-world architectural practice, preparing students for professional demands more effectively. The study advocates for a shift in architectural education toward the MCDS model, emphasizing the need for fostering collaborative, interdisciplinary learning environments. This approach not only prepares students more effectively for the complexities of contemporary architectural practice but also promotes innovation and sustainability in high-rise design. The study highlights the potential of collaborative pedagogies in revolutionizing architectural education as per SDG’s and suggests areas for further research to optimize these educational models.
High-Rise Design Studio: A Multidisciplinary Collaborative Approach
https://orcid.org/http://orcid.org/0000-0001-8349-2255
https://orcid.org/http://orcid.org/0009-0001-4425-6564
https://orcid.org/http://orcid.org/0000-0003-1564-8769
https://orcid.org/http://orcid.org/0000-0002-4924-4765
https://orcid.org/http://orcid.org/0000-0002-8451-8776
Architectural design is widely recognized as a fundamental component in understanding the design process, which endeavors to influence the abilities, sensibilities, and knowledge of students while fostering collaborative problem-solving and lateral thinking. This paper addresses the issue of conventional architectural education’s inadequacy in preparing students for the collaborative, interdisciplinary nature of modern architectural practice. Conventional design studios (CDS) have been criticized for emphasizing individual achievement and neglecting the importance of collaboration, communication, and integration of multidisciplinary perspectives. To investigate this issue, the study implemented a multidisciplinary collaborative design studio (MCDS) model into architectural education as per Sustainable Developing Goals fostering Innovation and Sustainability in Architecture at the School of Architecture and Interior Design, SRM Institute of Science and Technology, involving students from M. Arch (General Architecture), M. Tech (Structural Engineering), and M. Tech (Solar Energy) disciplines. The research employed a mixed-method approach, combining qualitative observations with quantitative data from questionnaire surveys administered to students, studio mentors, and reviewers, focusing on parameters such as collaboration, interdisciplinary learning, and design quality. The findings reveal that MCDS significantly enhances student engagement, interdisciplinary collaboration, and knowledge transfer, leading to higher-quality design outcomes compared to CDS. Students in MCDS demonstrated improved design thinking, problem-solving skills, and the ability to integrate diverse knowledge areas into their design process. Furthermore, the collaborative learning environment of MCDS closely mirrors the real-world architectural practice, preparing students for professional demands more effectively. The study advocates for a shift in architectural education toward the MCDS model, emphasizing the need for fostering collaborative, interdisciplinary learning environments. This approach not only prepares students more effectively for the complexities of contemporary architectural practice but also promotes innovation and sustainability in high-rise design. The study highlights the potential of collaborative pedagogies in revolutionizing architectural education as per SDG’s and suggests areas for further research to optimize these educational models.
High-Rise Design Studio: A Multidisciplinary Collaborative Approach
https://orcid.org/http://orcid.org/0000-0001-8349-2255
https://orcid.org/http://orcid.org/0009-0001-4425-6564
https://orcid.org/http://orcid.org/0000-0003-1564-8769
https://orcid.org/http://orcid.org/0000-0002-4924-4765
https://orcid.org/http://orcid.org/0000-0002-8451-8776
Architectural design is widely recognized as a fundamental component in understanding the design process, which endeavors to influence the abilities, sensibilities, and knowledge of students while fostering collaborative problem-solving and lateral thinking. This paper addresses the issue of conventional architectural education’s inadequacy in preparing students for the collaborative, interdisciplinary nature of modern architectural practice. Conventional design studios (CDS) have been criticized for emphasizing individual achievement and neglecting the importance of collaboration, communication, and integration of multidisciplinary perspectives. To investigate this issue, the study implemented a multidisciplinary collaborative design studio (MCDS) model into architectural education as per Sustainable Developing Goals fostering Innovation and Sustainability in Architecture at the School of Architecture and Interior Design, SRM Institute of Science and Technology, involving students from M. Arch (General Architecture), M. Tech (Structural Engineering), and M. Tech (Solar Energy) disciplines. The research employed a mixed-method approach, combining qualitative observations with quantitative data from questionnaire surveys administered to students, studio mentors, and reviewers, focusing on parameters such as collaboration, interdisciplinary learning, and design quality. The findings reveal that MCDS significantly enhances student engagement, interdisciplinary collaboration, and knowledge transfer, leading to higher-quality design outcomes compared to CDS. Students in MCDS demonstrated improved design thinking, problem-solving skills, and the ability to integrate diverse knowledge areas into their design process. Furthermore, the collaborative learning environment of MCDS closely mirrors the real-world architectural practice, preparing students for professional demands more effectively. The study advocates for a shift in architectural education toward the MCDS model, emphasizing the need for fostering collaborative, interdisciplinary learning environments. This approach not only prepares students more effectively for the complexities of contemporary architectural practice but also promotes innovation and sustainability in high-rise design. The study highlights the potential of collaborative pedagogies in revolutionizing architectural education as per SDG’s and suggests areas for further research to optimize these educational models.
High-Rise Design Studio: A Multidisciplinary Collaborative Approach
Lecture Notes in Civil Engineering
Varma, Anurag (editor) / Chand Sharma, Vikas (editor) / Tarsi, Elena (editor) / Kamaraj, Kalaimathy (author) / Vishva Dharani, V. M. (author) / Renganathan, Balamaheshwaran (author) / Radhakrishnan, Shanthi Priya (author) / Chandramouli, Pradeepa (author)
International Conference on Trends in Architecture and Construction ; 2024 ; Chandigarh, India
Proceedings of the 2nd International Conference on Trends in Architecture and Construction ; Chapter: 77 ; 1375-1405
2024-10-18
31 pages
Article/Chapter (Book)
Electronic Resource
English
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