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An Analysis Of A Collaborative Studio: Engaging Students, Faculty, And Practitioners

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2009 Annual Conference & Exposition


Austin, Texas

Publication Date

June 14, 2009

Start Date

June 14, 2009

End Date

June 17, 2009



Conference Session

Professional Practice and AEC Education

Tagged Division


Page Count


Page Numbers

14.176.1 - 14.176.10



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Paper Authors


Suining Ding Indiana University-Purdue University, Fort Wayne

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Suining Ding is an assistant professor with Indiana University Purdue University Fort Wayne. Her research insterests include digital 3D modeling, cross-cultural comparison of architecture, design methodology and design process, cognitive perceptions of interior space, relationships of human behavior and environment.

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

An Analysis of Collaborative Studio: Engaging Students, Faculty and Practitioners


This paper presents an analysis result of collaborative studio course that engages students, faculty and practitioners. The collaborative studio is one of the two sequential capstone courses. As the capstone studio experience of students’ academic design career, these two capstone courses encourage students’ initiative and independence in design. Students are required to choose a practitioner as a reviewer for their projects. Reviewers are expected to come to the design presentation critique at least twice during the semester. Throughout the semester, students are expected to share their information and views and to engage peers and visiting professionals in meaningful dialogue. The collaborative studio was assessed by two approaches. One is final oral presentation and the other one is final project evaluation. Four assessment elements were used for the oral presentation. They are technical content, clarity, visual materials and response effectiveness. Five assessment elements were used for final project evaluation. They are composition, graphic presentation, professionalism, functionality and synthesis. Based on the data analysis, it is clear that engaging practitioners in a collective studio can solve the design problems from more technical and professional perspectives. One significant finding emerged from this analysis reflected the strong correlation between technical content and design outcomes.

Statement of Purpose

Introduction of the Background of collaborative Studio

This paper presents a study that analyzes students’ design solutions in a collaborative studio. Students were required to engage a partnership with practitioners at the beginning of the collaborative studio for the entire project design process. The major 17-week-long studio is designed to allow students’ individual exploration of a project type of their specific interest. Their selections on building and design problem have to address the current social, cultural, emotional and political issues of the surrounding area. Awareness and exploration of differences in the physical abilities of those who use the spaces is critical. ADA accessibility has to be addressed for the projects. Code research or review is a major step while students are preparing project proposal. This studio course is designed to encourage students’ independence in all aspects of design and project management, to implement knowledge gained during the education to all phases of a design project, and to serve as a link between their academic and professional design career. Studio design projects will demonstrate students' competency levels in concepts presented as well as in problem solving and presentation techniques. The studio is the problem-based learning studio that instructs the students through inquiry, critical thinking and graphic resolution. The studio covers various project types which include residential, office, hospitality, institutional, health care and retail.

Ding, S. (2009, June), An Analysis Of A Collaborative Studio: Engaging Students, Faculty, And Practitioners Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--5403

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