June 14, 2009
June 14, 2009
June 17, 2009
14.176.1 - 14.176.10
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.
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015