Using Architecture Pedagogy to Enhance Engineering Education

Shannen Chance; Mike Murphy; Gavin Duffy; Brian Bowe

doi:10.21427/d77j99

Using Architecture Pedagogy to Enhance Engineering Education

Shannen Chance
, Mike Murphy
, Gavin Duffy
, Brian Bowe

Research output: Contribution to conference › Paper › peer-review

Abstract

Based on evidence, numerous advisory boards and scholars insist engineering education must change (NSB, 2007; McKenna, Froyd, King, Litzinger, & Seymour, 2011) and that hands-on, inquiry-driven, project-based learning pedagogies can enhance STEM education (Boyer & Mitgang, 1996). These pedagogies have formed the core of architectural education since the Renaissance and have been in continuous use since that time. As such, engineering educators can benefit from observing how architecture students learn and understanding how they are taught. Likewise, architecture can benefit from applying the group-based learning strategies employed by engineering teachers who use studentcentered, project-based pedagogies. Trans-disciplinary approaches hold particular merit.

Original language	English
DOIs	https://doi.org/10.21427/d77j99
Publication status	Published - 2013
Event	4th International Research Symposium on Problem-Based Learning (IRSPBL) 2013 - , Malaysia Duration: 2 Jul 2013 → 3 Jul 2013

Conference

Conference	4th International Research Symposium on Problem-Based Learning (IRSPBL) 2013
Country/Territory	Malaysia
Period	2/07/13 → 3/07/13

Keywords

engineering education
hands-on learning
inquiry-driven learning
project-based learning
STEM education
architecture education
trans-disciplinary approaches

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10.21427/d77j99Licence: CC BY-NC-SA

Cite this

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title = "Using Architecture Pedagogy to Enhance Engineering Education",

abstract = "Based on evidence, numerous advisory boards and scholars insist engineering education must change (NSB, 2007; McKenna, Froyd, King, Litzinger, \& Seymour, 2011) and that hands-on, inquiry-driven, project-based learning pedagogies can enhance STEM education (Boyer \& Mitgang, 1996). These pedagogies have formed the core of architectural education since the Renaissance and have been in continuous use since that time. As such, engineering educators can benefit from observing how architecture students learn and understanding how they are taught. Likewise, architecture can benefit from applying the group-based learning strategies employed by engineering teachers who use studentcentered, project-based pedagogies. Trans-disciplinary approaches hold particular merit.",

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author = "Shannen Chance and Mike Murphy and Gavin Duffy and Brian Bowe",

year = "2013",

doi = "10.21427/d77j99",

language = "English",

note = "4th International Research Symposium on Problem-Based Learning (IRSPBL) 2013 ; Conference date: 02-07-2013 Through 03-07-2013",

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TY - CONF

T1 - Using Architecture Pedagogy to Enhance Engineering Education

AU - Chance, Shannen

AU - Murphy, Mike

AU - Duffy, Gavin

AU - Bowe, Brian

PY - 2013

Y1 - 2013

N2 - Based on evidence, numerous advisory boards and scholars insist engineering education must change (NSB, 2007; McKenna, Froyd, King, Litzinger, & Seymour, 2011) and that hands-on, inquiry-driven, project-based learning pedagogies can enhance STEM education (Boyer & Mitgang, 1996). These pedagogies have formed the core of architectural education since the Renaissance and have been in continuous use since that time. As such, engineering educators can benefit from observing how architecture students learn and understanding how they are taught. Likewise, architecture can benefit from applying the group-based learning strategies employed by engineering teachers who use studentcentered, project-based pedagogies. Trans-disciplinary approaches hold particular merit.

AB - Based on evidence, numerous advisory boards and scholars insist engineering education must change (NSB, 2007; McKenna, Froyd, King, Litzinger, & Seymour, 2011) and that hands-on, inquiry-driven, project-based learning pedagogies can enhance STEM education (Boyer & Mitgang, 1996). These pedagogies have formed the core of architectural education since the Renaissance and have been in continuous use since that time. As such, engineering educators can benefit from observing how architecture students learn and understanding how they are taught. Likewise, architecture can benefit from applying the group-based learning strategies employed by engineering teachers who use studentcentered, project-based pedagogies. Trans-disciplinary approaches hold particular merit.

KW - engineering education

KW - hands-on learning

KW - inquiry-driven learning

KW - project-based learning

KW - STEM education

KW - architecture education

KW - trans-disciplinary approaches

U2 - 10.21427/d77j99

DO - 10.21427/d77j99

M3 - Paper

T2 - 4th International Research Symposium on Problem-Based Learning (IRSPBL) 2013

Y2 - 2 July 2013 through 3 July 2013

ER -

Using Architecture Pedagogy to Enhance Engineering Education

Abstract

Conference

Keywords

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