Measuring History: An Active Learning Exercise to Bridge Interdisciplinary Silos and Promote Sustainability in Architectural Education

A survey conducted by Sergio Altomonte (2014, 145) reported respondents’ view that architectural education as a whole does not embrace sustainability as “existing educational programmes do not yet fully support the promotion of sustainable design.” Comments such as these speak to the larger issues found in architectural pedagogy and paradigm. As such, this paper argues one reason sustainability has yetto be widely implemented into architectural education is because silos within architectural education impede advancements in sustainable practices. These silos, in turn, dissuade alternative teaching methods from entering pedagogy in non-studio courses. I n order to address this issue, this paper outlines a recent attempt to bridge interdisciplinary silos found within architectural education through an active learning exercise that synthesized qualitative, humanities-based methods with quantitative, science-based practices.

https://doi.org/10.35483/ACSA.AM.107.84

Volume Editors
Amy Kulper, Grace La & Jeremy Ficca

ISBN
978-1-944214-21-0