CID interdisciplinary design studio in a university library¶

Element · All elements
Evidence · 4 claims (4 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

The Creativity, Innovation, and Design (CID) studio was a space created in a university library in 2014 to support interdisciplinary project-based learning, built quickly from surplus furniture, removed book rows, and temporary walls with nearby group study rooms for teams. Over four semesters it hosted courses spanning business, education, engineering, fine arts, and other disciplines (196 participants tabulated), including multi-semester projects such as Fundación Paraguaya, DUST, and social innovation design. The studio "was to serve as a prototype for the kind of interdisciplinary collaboration that could exist if space and opportunity were provided."

Design Implications¶

Context¶

Requirements¶

• Faculty from many departments with training in design thinking pedagogy, supported by monthly CID faculty meetings as professional development

Constraints¶

• Implementation of studio pedagogy differed across courses; the disciplines of Winter Year 1 participants were not recorded

Target Learners¶

• university students across disciplines

Target Learning Goals¶

• creative problem-solving
• interdisciplinary collaboration
• design skills

Affordances¶

• Thick Authenticity Four Types Framework

Claims¶

• Students in interdisciplinary design studio courses reported high authentic motivation stemming from the problems rather than grades [+W]
• Interdisciplinary studio collaboration deepened students' disciplinary skills while exposing them to cross-disciplinary skills [+W]
• Interdisciplinary studio collaboration produced challenges including uneven workloads, vocabulary barriers, and difficulty giving cross-disciplinary feedback [+W]
• Students believed interdisciplinary studio experiences would ease their transition into the workforce [+W]

Related Elements¶

Examples¶

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Key Sources¶

• Warr, M. & West, R. E. (2020). Bridging Academic Disciplines with Interdisciplinary Project-based Learning: Challenges and Opportunities. The Interdisciplinary Journal of Problem-based Learning. https://doi.org/10.14434/ijpbl.v14i1.28590