Why Not Studios? – What Engineering Can Learn from Architecture and Art Programs

Carmine C. Balascio

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Biological and Agricultural Engineering Division (BAE) Technical Session 1
Tagged Division: Biological and Agricultural Engineering Division (BAE)
Page Count: 12
DOI: 10.18260/1-2--44040
Permanent URL: https://peer.asee.org/44040
Download Count: 106

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Carmine C. Balascio P.E. University of Delaware

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Carmine C. Balascio, Ph.D., P.E., is an Associate Professor in the departments of Plant and Soil Sciences and Civil and Environmental Engineering at the University of Delaware. He earned bachelor’s degrees in agricultural engineering technology and mathematics from UD. He earned an M.S. in agricultural engineering and a Ph.D. double-major in agricultural engineering and engineering mechanics from Iowa State University. He has taught engineering, engineering technology, and landscape architecture courses in surveying, soil mechanics, site engineering, urban hydrology, hydraulics, and stormwater management for over 38 years. He has research interests in urban hydrology, stormwater management, and enhancement of student learning. In 2022, he completed 16 years of service on Delaware’s Engineering Licensing Board, the DAPE Council, holding positions of secretary, examining committee chair, vice president, president, and past president. He continues to be active on DAPE examining, government affairs, and finance committees. He has been active on numerous NCEES committees and task forces during the last 20 years and has chaired the NCEES Exams for Professional Engineers committee.

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Abstract

Engineering, like architecture and art & design, is well served by creativity. Architecture programs, both building and landscape, emphasize creativity and encourage exploration of the student’s capacities for creative design through intensive immersion in “studio culture.” Although art & design programs do not typically tout the benefits of studio culture to the degree that architecture programs do (e.g. [1]), studio classes also play an important role in most art & design programs. Studio inculcates an atmosphere of intellectual curiosity, cooperative learning, collaboration, and respectful consideration of new ideas and multiple points of view. Such attributes would contribute to the quality of teamwork encountered in the multidisciplinary design-team environment in which engineers typically function today. The author teaches courses that primarily support a Landscape Architecture Accreditation Board (LAAB)-accredited [2] Landscape Architecture undergraduate program housed in the University of Delaware’s College of Agriculture and Natural Resources. His courses, all cross-listed in landscape architecture and civil engineering, often have a mix of landscape architecture and engineering students simultaneously enrolled. Engineering students in civil, environmental, and construction engineering are represented. Data are examined that indicate the studio format promotes enhanced student learning in at least one important common element of the courses: mastery-based problem sets designed to improve student analytical abilities and technical skills. The data, gathered for two courses over 8 semesters and for 257 students clearly show that students master more of the problem set material under the studio/flipped classroom format. This paper examines the typical structure of studios in architecture and landscape architecture programs and discusses some observations the author has had with use of the studio format in his courses. The complementary nature of studio and the flipped classroom are examined. The positive influence of studio culture on creativity, collaboration, cooperative learning, and the engineering design process are considered. Recommendations are proposed for incorporation of studio format courses in engineering programs beyond the obvious application in senior design courses.

Citation
Format

Balascio, C. C. (2023, June), Why Not Studios? – What Engineering Can Learn from Architecture and Art Programs Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44040

TY - CPAPER
AB - Engineering, like architecture and art &amp;amp; design, is well served by creativity. Architecture programs, both building and landscape, emphasize creativity and encourage exploration of the student’s capacities for creative design through intensive immersion in “studio culture.” Although art &amp;amp; design programs do not typically tout the benefits of studio culture to the degree that architecture programs do (e.g. [1]), studio classes also play an important role in most art &amp;amp; design programs. Studio inculcates an atmosphere of intellectual curiosity, cooperative learning, collaboration, and respectful consideration of new ideas and multiple points of view. Such attributes would contribute to the quality of teamwork encountered in the multidisciplinary design-team environment in which engineers typically function today.
The author teaches courses that primarily support a Landscape Architecture Accreditation Board (LAAB)-accredited [2] Landscape Architecture undergraduate program housed in the University of Delaware’s College of Agriculture and Natural Resources. His courses, all cross-listed in landscape architecture and civil engineering, often have a mix of landscape architecture and engineering students simultaneously enrolled. Engineering students in civil, environmental, and construction engineering are represented. Data are examined that indicate the studio format promotes enhanced student learning in at least one important common element of the courses: mastery-based problem sets designed to improve student analytical abilities and technical skills. The data, gathered for two courses over 8 semesters and for 257 students clearly show that students master more of the problem set material under the studio/flipped classroom format.
This paper examines the typical structure of studios in architecture and landscape architecture programs and discusses some observations the author has had with use of the studio format in his courses. The complementary nature of studio and the flipped classroom are examined. The positive influence of studio culture on creativity, collaboration, cooperative learning, and the engineering design process are considered. Recommendations are proposed for incorporation of studio format courses in engineering programs beyond the obvious application in senior design courses.
AU - Carmine C. Balascio P.E.
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Why Not Studios? – What Engineering Can Learn from Architecture and Art Programs
UR - https://peer.asee.org/44040
DO - 10.18260/1-2--44040
ER -