Browsing by Subject "Design Process"
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Item COLLABORATIVE DESIGN PEDAGOGY: A NATURALISTIC INQUIRY OF ARCHITECTURAL EDUCATION(2010-07-14) McPeek, Keith T.This research examines interviews conducted with more than a dozen authorities in architectural education on collaborative methodologies utilized in the design studio and identifies factors that inhibit and facilitate the incorporation of collaborative methods in the context of situated learning. This research explores the notion that the design and implementation of even the simplest architectural projects are almost exclusively collaborative endeavors requiring the expertise of a spectrum of individuals working together to achieve a singular goal. Each of these experts is highly trained in their respective areas, yet few are formally trained authorities in the skills of collaboration, including architects, individuals who are often put at the lead of design projects which include people of varied backgrounds, working styles and areas of expertise. Historically, the education of an architect has been a highly individualized pursuit, focused on the development of an individual skill set seldom requiring collaboration beyond that of student and professor. While this individualized, hands on approach to education has been highly revered by many, it often falls short of its potential and fails to recognize that the greatest design accomplishments of humankind have been the undertaking of collaborative enterprise. Furthermore, architecture students are being prepared in a manner that is contrary to the highly collaborative nature of the architectural practice they will enter without taking away from the inherent strengths of the traditional architectural education. Despite NAAB requirements for collaborative methods in the classroom, and an increasingly collaborative model of professional practice for architects, design education continues to trail woefully behind other disciplines such as business, law, nursing and medicine; each having long ago integrated collaborative study models into their curriculum. This research examines how collaborative methods including intradisciplinary, interdisciplinary and community based collaborations, can be further integrated as a formal part of the overall design curriculum and what factors facilitate and inhibit this inclusion.Item Toward an Effective Design Process: Enhancing Building Performance through Better Integration of Facility Management Perspectives in the Design Process(2014-08-20) Kalantari Hematabadi, Seyed SalehIn today?s architecture and construction industry, there is a growing agreement that the input of facility management professionals (FMs) can be a vital resource during the architectural design process. FMs are responsible for the everyday operation of buildings, and are therefore aware of many practical details of maintenance and efficiency that designers may overlook. In this study, the current state of the facility management industry and the extent of FMs? collaborations with designers were examined in the United States, the United Kingdom, and the Middle East. The objective was to understand the challenges and concerns faced by FMs in these diverse regions, and to determine how the process of collaboration could be improved so that the accumulated knowledge of FMS can better inform design. The study included a comprehensive literature review of previous work on this topic, in-depth interviews with prominent facility management professionals, and a broad quantitative survey of FMs in the three study regions. An analysis of the interview and survey data revealed the nature of existing collaborations and their benefits, as well as barriers against collaboration and suggestions for overcoming those barriers. Difficulties in communication between the two fields were found to be the most pervasive obstacles, closely followed by a perceived lack of interest on the part of designers. The study data also allowed for a comparative analysis of FM-designer collaborations in the U.K., the U. S., and Middle East, and led to suggestions about the most effective times during a project?s life cycle for FMs to provide input to designers. The study results indicate that interventions to improve training and awareness in both fields may be particularly effective in increasing the benefits of collaboration. A process model for more effectively integrating the knowledge of FMs into the design process is also provided based on the study results.