Document Type

Proceeding

Presentation Date

6-2009

Conference Name

American Society of Engineering Education (ASEE) Annual Conference & Exposition

Conference Location

Austin, TX

Source of Publication

Proceedings of American Society of Engineering Education (ASEE) Annual Conference & Exposition

Publisher

American Society of Engineering Education (ASEE)

Publication Date

2009

Abstract

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.

Disciplines

Architecture | Interior Architecture

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