Parallel session Multidisciplinary Design Education

Paper 323

Teaching Integrated Practice in a Cross-Disciplinary Curriculum After Two Years
James Doerfler
Kevin Dong
California Polytechnic State University

This paper takes a look at electives, and how to teach integrated practice in across disciplinary curriculum. They stated by looking at the core competencies of the course. If these were beyond the internal expertise and know how, they turned to external knowledge. They used alumni in industry to involve the students. They set up multi disciplinary teams, these worked together on projects, talked to each other on various levels. From this, they established various aims and outcomes. The problem they faced was getting everyone involved at the various times of the design, as well as assigning jobs and creating aims. They decided to get the students to start taking responsibility for their own learning. Students had to start find out what it was they need to know. The college arranged guest speakers and getting industry to come in and talk to the students. There second year became more defined and descriptive, and different students were exposed to each other’s technology. “How much is enough detail to know what is going on” – they found that this was very important for industry. Some of their projects needed approval, and at what stage they would need that. They worked with each other and pointed out what could and what could not happen within the project, this made it very real.
Not all the teams were successful. The students were made to reflect on their experience, like detailing, expectations. The lecturing staff also reflected, they found that they need to be careful of giving too much information in a short time.

Paper 325

The interdisciplinary Design Studio - Understanding Collaboration
James Doerfler
Kevin Dong
California Polytechnic State University

For the final year students, they got to understand collaboration, teaching critical thinking, real world situations. They received training in group dynamics and collaboration, by using competitions and team building exercises. Developed detail knowledge, “How to do that!” They learnt discussion and analysis as a team. Getting them out of their comfort zone. With “Core classes”.
The challenges faced included the assignment of credits, commitment time. Introducing various cultures to each other. Getting around the professional language. Working in holiday’s, and sometimes “dropping the ball”. The difficulties at managing such a big group. Accessing the various group as well as the individuals. However, the positives far outweighed the negatives and the project is one in which they are constantly learning, as academics as well as designers.
Finally, the feedback is interactive, and takes place after the deadline. All parties give a report as well as the group and so too do the lecturers.