Cultivating the next generation designers: group work in urban and regional design education
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Cultivating the next generation designers: group work in urban and regional design education Lei Qu1 · Yawei Chen2 · Remon Rooij1 · Peter de Jong2 Accepted: 19 July 2019 © The Author(s) 2019
Abstract This article contributes to the discussion about learning from group methods in design education. Based on action research results, it presents and reflects on teaching activities related to urban and regional design in TU Delft, Faculty of Architecture and the Built Environment, conducted and coordinated by the authors. Constructive alignment of the teaching triangle and feedbacks from students and teachers are used to assess the effectiveness of learning from group methods in these courses from the perspective of teaching quality. The evaluation does not aim for revealing missing components or links in theory on design education. Instead, it is using existing theories to analyse education practices, for a better understanding and performance of group work in a specific field of design education. The conclusions of the article focus on pros and cons of group work in urban and regional design education, with highlighted common challenges for teaching, such as assessment on individual performance, as well as specific ones, such as stimulating ‘out of the box thinking’ and supervising interdisciplinary groups. Keywords Group work · Collaborative learning · Design studio · Constructive alignment
Introduction: collaborative learning in urban and regional design education In the light of sustainable urban development, urban and regional design education is playing a crucial role in cultivating the next generation spatial designers who are expected to contribute proactively to the transformation of the society and the built environment towards more sustainable future cities and city-regions. The nature of sustainability implies certain sets of exit qualifications of students in spatial design education: they should be able to understand the interrelations among science, technology, society and design, with communication skills that are required in the collaborative design and decision-making * Lei Qu [email protected] 1
Department of Urbanism, Faculty of Architecture and the Built Environment, Delft University of Technology, P.O. Box 5043, 2600 GA Delft, The Netherlands
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Department of Management in the Built Environment, Faculty of Architecture and the Built Environment, Delft University of Technology, P.O. Box 5043, 2600 GA Delft, The Netherlands
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processes (Schweitzer et al. 2008). In practice, achieving sustainability requires co-operation and co-creation between societal actors: practitioners from a variety of disciplinary fields, civil servants, civil society and individual citizens (McLaren and Agyeman 2015). Besides, the cities of today and tomorrow are in need of trained professionals (such as urban planners/designers, landscape architects, real estate developers, engineers, etc.), who can work in multi-actor environments (Rooij and Frank 2016). Therefore, programmes
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