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Research Topic Description: Architecture shapes the physical environment, facilitates human life through buildings, and signifies placemaking. The importance of the profession in human society places considerable pressure on higher education to train qualified architects. Like other professions today, architecture is changing due to technological advancements, digital media, machine automation, increasing diversity, climate-change, socio-economic factors, etc.  The education of future architects is also under pressure to change, as society evolves with the expansion of human knowledge in all fields.  This literature review explores existing research related to architectural education, and introduces issues related to collaboration that also confront the profession of architecture as it adapts to the march of modernity. For this review, the literature relevant to the topic of architectural education in accredited, architectural programs in higher education is organized according to three major themes: collaboration, environmental responsibility, and pedagogical and curricular restructuring.

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Research Topic Description: Architecture shapes the physical environment, facilitates human life through buildings, and signifies placemaking. The importance of the profession in human society places considerable pressure on higher education to train qualified architects. Like other professions today, architecture is changing due to technological advancements, digital media, machine automation, increasing diversity, climate-change, socio-economic factors, etc.  The education of future architects is also under pressure to change, as society evolves with the expansion of human knowledge in all fields.  This literature review explores existing research related to architectural education, and introduces issues related to collaboration that also confront the profession of architecture as it adapts to the march of modernity. For this review, the literature relevant to the topic of architectural education in accredited, architectural programs in higher education is organized according to three major themes: collaboration, environmental responsibility, and pedagogical and curricular restructuring.

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Purpose of the Research:               The broad purpose of this research supports my quest to understand why so many architecture students, later become architects, that produce horrible architecture. This specific research seeks to understand how multidisciplinary approaches to design can improve our built environment by being inclusive, rather than focusing on the model of solitary genius. The aim of this literature review is to examine the scholarship on how collaboration in architectural design studio can enhance communication, prepare students for professional careers, enhance learning through digital media, and achieve curricular goals. 

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Purpose of the Research:               The broad purpose of this research supports my quest to understand why so many architecture students, later become architects, that produce horrible architecture. This specific research seeks to understand how multidisciplinary approaches to design can improve our built environment by being inclusive, rather than focusing on the model of solitary genius. The aim of this literature review is to examine the scholarship on how collaboration in architectural design studio can enhance communication, prepare students for professional careers, enhance learning through digital media, and achieve curricular goals. 

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Problem Statement: Collaboration in architectural design education can develop cross-disciplinary skills, enhance dialogue, spark innovation, champion social responsibility, improve education overall, and therefore should be fully incorporated as a fundamental part of architectural education.

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Problem Statement: Collaboration in architectural design education can develop cross-disciplinary skills, enhance dialogue, spark innovation, champion social responsibility, improve education overall, and therefore should be fully incorporated as a fundamental part of architectural education.

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Significance of Research:                                                            As many of the world’s problems become more complex and difficult to solve, collaboration is needed to tackle climate change, diversity, advancing technology, social and economic concerns, and to educate designers about the generative potential of cross-disciplinary approaches in architecture. Problems that architects face today such as dwindling resources, accumulating waste, and stagnating job opportunities, will require collaboration and dialogue with other professionals to resolve. “In today’s professional world, collaboration between different disciplines is becoming inevitable due to the broadening scope of the tasks done.  With this rapid shift to multidisciplinary tasks in practice, higher education needs to adjust itself to equip future practitioners with collaborative skills”(Karakaya & Senyapili, 2007, p. 101).  “Education of architects has to become a platform for enabling future effective and efficient collaboration between disciplines in dealing with [architectural] space.  In order to achieve this, the broadening of the knowledge basis in curriculum is necessary, as well as the development of effective communication and collaboration skills. We believe that collaborative model[s] of integral design studio can be successful in fostering interdisciplinary and trans-disciplinary capacities of students and in raising their social awareness, without limiting creativity and imagination”(Rodić, Živković, & Lalović, 2013, p.79).  “We are in the midst of a transformation in our economy that will require an equally dramatic transformation of architectural education…. Education in our schools will have, as a result, a much more interdisciplinary, open-ended, problem-seeking, evidence-based form than what currently exists in most of our programs.”(Fisher, 2012, p. 68).  Research is needed to explore the scope of knowledge and publications on design collaboration.  Because building construction necessarily requires a wide array of contributors, collaboration is required to produce a work of architecture. Therefore, an understanding of collaboration in architectural education is needed to prepare students and professors alike, for the future.  

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Significance of Research:                                                            As many of the world’s problems become more complex and difficult to solve, collaboration is needed to tackle climate change, diversity, advancing technology, social and economic concerns, and to educate designers about the generative potential of cross-disciplinary approaches in architecture. Problems that architects face today such as dwindling resources, accumulating waste, and stagnating job opportunities, will require collaboration and dialogue with other professionals to resolve. “In today’s professional world, collaboration between different disciplines is becoming inevitable due to the broadening scope of the tasks done.  With this rapid shift to multidisciplinary tasks in practice, higher education needs to adjust itself to equip future practitioners with collaborative skills”(Karakaya & Senyapili, 2007, p. 101).  “Education of architects has to become a platform for enabling future effective and efficient collaboration between disciplines in dealing with [architectural] space.  In order to achieve this, the broadening of the knowledge basis in curriculum is necessary, as well as the development of effective communication and collaboration skills. We believe that collaborative model[s] of integral design studio can be successful in fostering interdisciplinary and trans-disciplinary capacities of students and in raising their social awareness, without limiting creativity and imagination”(Rodić, Živković, & Lalović, 2013, p.79).  “We are in the midst of a transformation in our economy that will require an equally dramatic transformation of architectural education…. Education in our schools will have, as a result, a much more interdisciplinary, open-ended, problem-seeking, evidence-based form than what currently exists in most of our programs.”(Fisher, 2012, p. 68).  Research is needed to explore the scope of knowledge and publications on design collaboration.  Because building construction necessarily requires a wide array of contributors, collaboration is required to produce a work of architecture. Therefore, an understanding of collaboration in architectural education is needed to prepare students and professors alike, for the future.  

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Research Questions:	  1. How might collaboration in architectural design programs impact pedagogy and improve skills in practice-based learning and sustainability?             2. What are the advantages and disadvantages to collaborative design methodologies in architectural education?  3. How can architecture schools be reconceived to encourage and incorporate collaboration in the design of the physical facility itself as well as the virtual space? 	          4. How can collaborative interdisciplinary design extend from the scale of individual student design projects up to global design collaboration?

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Research Questions:	  1. How might collaboration in architectural design programs impact pedagogy and improve skills in practice-based learning and sustainability?             2. What are the advantages and disadvantages to collaborative design methodologies in architectural education?  3. How can architecture schools be reconceived to encourage and incorporate collaboration in the design of the physical facility itself as well as the virtual space? 	          4. How can collaborative interdisciplinary design extend from the scale of individual student design projects up to global design collaboration?

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Gaps in the Literature:                           Scholarship gaps exist on collaboration between interior design, landscape architecture, and architecture, as well as team-teaching in the design studio. Data is needed to examine whether collaborating to learn in architecture school is analogous to learning to collaborate in the real world. More effort must be made to incorporate environmental and social responsibility with related disciplines.  Almost no research efforts exist on the lack of diversity encompassing ethnicity, gender and orientation in architectural education among students or faculty. Finally, the full potential of digital tools to make architectural education entirely paperless, has not been researched and analyzed in publication, beyond a few examples at the top-ranked programs, on the unaccreditedgraduate level.

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Gaps in the Literature:                           Scholarship gaps exist on collaboration between interior design, landscape architecture, and architecture, as well as team-teaching in the design studio. Data is needed to examine whether collaborating to learn in architecture school is analogous to learning to collaborate in the real world. More effort must be made to incorporate environmental and social responsibility with related disciplines.  Almost no research efforts exist on the lack of diversity encompassing ethnicity, gender and orientation in architectural education among students or faculty. Finally, the full potential of digital tools to make architectural education entirely paperless, has not been researched and analyzed in publication, beyond a few examples at the top-ranked programs, on the unaccreditedgraduate level.

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Conclusions and Future Direction of Study:         Collaborative architectural design studios can develop the necessary skills for improved communication between students, instructors, architects, other professionals, and clients. Increasingly complex challenges facing the profession of architecture such as climate change, economic upheaval, technological advancement, and diversity issues, will require more effective cooperation between the related building disciplines. Moreover, NAAB and UNESCO are increasing their requirements for collaboration skills in architecture education, reflecting future trends across the globe. Collaboration is therefore not only here to stay, but becoming increasingly important in the building industries’ environmental impacts moving forward. Diversity needs to be incorporated into more research through collaboration. It is the nature of architecture to be a multidisciplinary enterprise; this makes collaboration in architectural education so important as not only a skill-set, but a way of thinking and designing and living.

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Conclusions and Future Direction of Study:         Collaborative architectural design studios can develop the necessary skills for improved communication between students, instructors, architects, other professionals, and clients. Increasingly complex challenges facing the profession of architecture such as climate change, economic upheaval, technological advancement, and diversity issues, will require more effective cooperation between the related building disciplines. Moreover, NAAB and UNESCO are increasing their requirements for collaboration skills in architecture education, reflecting future trends across the globe. Collaboration is therefore not only here to stay, but becoming increasingly important in the building industries’ environmental impacts moving forward. Diversity needs to be incorporated into more research through collaboration. It is the nature of architecture to be a multidisciplinary enterprise; this makes collaboration in architectural education so important as not only a skill-set, but a way of thinking and designing and living.

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DEFINITON OF TERMS:  JAE: Journal of Architectural Education: THE top-ranked, peer-review scholarly publication in architectural education published biannually by Rutledge & ACSA. Founded in 1947, the publication is the oldest continuously operating journal of its kind is extremely difficult to land, with vast majority of architectural educators never awarded inclusion. The premiere venue for research and commentary in architectural education. UNESCO: United Nations Educational, Scientific and Cultural Organization “To contribute peace and security by promoting international collaboration through educational, scientific and cultural reforms.” The UN established UNESCO, which sets international standards which includes sustainable development. Anthropogenic Climate Change: A measurable change in global or regional climate patterns attributed largely to the increased levels of atmospheric carbon dioxide produced by the use of fossil fuels by humans and considers the political, social, economic and moral implications• Collaboration: receiving, responding, valuing, organization & internalizing values in three modes: consultation model (invite students from other disciplines into studio as external consultants), working at the same place (architecture and students from other disciplines work side by side on the same project with each producing their own proposal), and “real-team” model (students work in multidisciplinary teams to broaden social awareness through joint projects) and also known as “real-life” model. Transdisciplinary: An object of research exists between, over and beyond all disciplines that seeks to understand the world with the assumption of the unity of knowledge and intellectual frameworks beyond disciplinary perspectivesMultidisciplinary: Assumes researching certain topics through several disciplines at the same time; disciplines are crossed so that the work improves each discipline individuallyInterdisciplinary: Assumes the transfer of methods from one discipline into the other; integrating knowledge and methods from different disciplinesIntradisciplinary: working among people within the scope of a single discipline. Crossdisciplinary: viewing one discipline from the perspective of anotherCurriculum: the lessons and academic content of a school that develops, uses, and organizes resources within a specialist area.

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DEFINITON OF TERMS:  JAE: Journal of Architectural Education: THE top-ranked, peer-review scholarly publication in architectural education published biannually by Rutledge & ACSA. Founded in 1947, the publication is the oldest continuously operating journal of its kind is extremely difficult to land, with vast majority of architectural educators never awarded inclusion. The premiere venue for research and commentary in architectural education. UNESCO: United Nations Educational, Scientific and Cultural Organization “To contribute peace and security by promoting international collaboration through educational, scientific and cultural reforms.” The UN established UNESCO, which sets international standards which includes sustainable development. Anthropogenic Climate Change: A measurable change in global or regional climate patterns attributed largely to the increased levels of atmospheric carbon dioxide produced by the use of fossil fuels by humans and considers the political, social, economic and moral implications• Collaboration: receiving, responding, valuing, organization & internalizing values in three modes: consultation model (invite students from other disciplines into studio as external consultants), working at the same place (architecture and students from other disciplines work side by side on the same project with each producing their own proposal), and “real-team” model (students work in multidisciplinary teams to broaden social awareness through joint projects) and also known as “real-life” model. Transdisciplinary: An object of research exists between, over and beyond all disciplines that seeks to understand the world with the assumption of the unity of knowledge and intellectual frameworks beyond disciplinary perspectivesMultidisciplinary: Assumes researching certain topics through several disciplines at the same time; disciplines are crossed so that the work improves each discipline individuallyInterdisciplinary: Assumes the transfer of methods from one discipline into the other; integrating knowledge and methods from different disciplinesIntradisciplinary: working among people within the scope of a single discipline. Crossdisciplinary: viewing one discipline from the perspective of anotherCurriculum: the lessons and academic content of a school that develops, uses, and organizes resources within a specialist area.

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https://voicethread.com/share/11220996/

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IDEATION: SCHEMATIC DESIGN

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IDEATION: SCHEMATIC DESIGN

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IDEATION: SCHEMATIC DESIGNS