This book explores the creative potential for architecture curricula to integrate solid interdisciplinary thinking in design studio education.
Annotated case studies both from academic institutions and from professional practices provide examples of interdisciplinary engagement in creative design work, highlighting the challenges and opportunities of this approach. Cases are from a diverse selection of international collaborators, featuring projects from the USA, Australia, Mexico, Germany and Italy, and cover a range of project types and scales. Chapters by invited experts offer speculations on current and future models, situating examples within the broader context, and encouraging dialogue between practice and pedagogy. The collection of voices in this book offers critical and provocative lenses, learning from history while forging inventive and creative roles for the architect as practitioner, entrepreneur, strategist, choreographer, activist, facilitator, leader, and teacher.
Interdisciplinary Design Thinking provides insights into the potential of interdisciplinary engagement at the level of foundational undergraduate education, making it ideal for faculty in architecture schools. It will also be of interest to design professionals concerned with interdisciplinary collaboration and how to incorporate similar efforts in their own practices.
This book explores the creative potential for architecture curricula to integrate solid interdisciplinary thinking in design studio education.
1. Setting the Table PART 1: Expanding Disciplinary Fields: Speculations
across Past, Current, and Future Models in the Academy
2. Re-thinking
Architecture Education
3. Questioning "Best" Practices in Architectural
Education
4. From Disciplinary Fields to Interdisciplinary Challenges:
Shifting the Focus of Architectural Education
5. Integrative Technologies in
Architecture: Towards an Interdisciplinary and Future-Proof Research Culture
6. Which comes first?
7. Interdisciplinary Transition
8. The Yamuna River
Project: Interdisciplinarity across and beyond the field of the built
environment in architectural education
9. Building Innovation at Arizona
State University
10. Data augmented design intelligence: Enabling
Interdisciplinarity
11. Out of Scope: How Megaliths Challenge Architectures
Role
12. Perform: Making a case for expanded Structural Dialogues in
Architecture Education
13. Aqueous Landscapes: Teaching and learning in the
intertidal zone in second year architectural design studio
14. Building
Beloved Community through the University of Washingtons Nehemiah
Interdisciplinary Studio
15. Integrated Studio: Trade-offs as a Mechanism for
Collaboration
16. The story of a semi-scientist PART 2: Integrating
Disciplines: Speculations across Past, Current, and Future Models in Practice
17. Learning from Practice or Practice Learning from Education
18.
Meandering Transdisciplinary Lands
19. Crosscoding Cultures: Design and Data
Across Disciplines
20. Incongruities in Contemporary Architecture
21.
Practice beyond the Digital Bubble
22. The Unexpected Solution: How
Multidisciplinary Enriches the Design Process
23. Learning by Doing
24.
Pedagogical Practices PART 3: Experimenting in Interdisciplinarity:
Speculations across Past, Current, and Future Models in the Academy and
Practice
25. Shameless Experimentation: Making space for interdisciplinary
exchange
26. Expanding Interdisciplinary Fields: Reflections on the Science
of Design
27. Interdisciplinary Dialogues: What are the Boundaries of Design
(or Design as a mode of inquiry)
28. Walking the Boundaries of the Built
Environment
Alan Organschi
Julie Ju-Youn Kim, AIA is an associate professor at Georgia Institute of Technologys School of Architecture, where she founded and currently directs the Flourishing Communities Collaborative, an interdisciplinary research and design lab. Incorporating goals of equity and inclusion in scholarship and design pedagogy, Julie received the 2023 AIA Georgia Educator of the Year and the 2023 ACSA Collaborative Practice Award, for connecting the academy and architectural practice by creating replicable models of engagement to expand equity through access. With support from the New Venture Fund/Public Interest Technology-University Network and Partnership for Inclusive Innovation, Julies teaching and research leverages data-driven and quantitative methodologies to solving social and cultural problems in the built environment. Julie is a licensed architect whose publications link her leadership and teaching in pursuit of interdisciplinarity in architecture education, research, and practice. She holds a M. Arch from the Massachusetts Institute of Technology and BA from Wellesley College.
