Dynamics of Disciplines: Understanding Task-level Experiences in Interdisciplinary Collaborative Design Studio Education

Successful design solutions that respond to the built environment’s complex challenges require unprecedented interdisciplinary expertise. U.S. accreditation standards (NAAB, CIDA, LAAB) for Architecture, Interior Architecture, and Landscape Architecture acknowledge this, promoting student collaboration. The AIA’s 2020 report also indicates 39% of firms are multidisciplinary, emphasizing prevalent collaboration across disciplines in practice. This study explores students’ experiences with interdisciplinary collaboration and task-level disciplinarity dynamics, aiming to identify challenges and improve course guidance strategies. Two key insights emerge from the data. First, tasks where all disciplines exhibit high comfort, may demand more structure and guidance from faculty, and suggest the incorporation of some independent work within collaborative efforts. Secondly, the effectiveness of teamwork is contingent upon the flexibility and adaptability of team structure and leadership. Recognizing when collaborative efforts are crucial for specific tasks, and identifying when independent work is warranted, is a critical component of this dynamic. This study contributes to the understanding of disciplinary dynamics in design projects at the task level, potentially improving collaborative workflows. The findings can inform guidelines and strategies for other institutions, providing a resource for faculty and programs navigating interdisciplinary design studios.

https://doi.org/10.35483/ACSA.Teach.2023.24

Volume Editors
Massimo Santanicchia

ISBN
978-1-944214-44-9