Projects for Multi-Disciplinary Teams: Engaging Students across Design Disciplines in a Shared Undergraduate First Year Curriculum.

Lambert, Ian; Firth, Richard

Abstract

On undergraduate design courses at Edinburgh Napier University, two thirds of the first year curriculum is shared. Working in open studios, students are able to gain awareness of each others’ modes of practice and the common skills that transcend disciplines. This paper explores introductory generic projects for engaging students across three areas (Graphic Design; Product Design; and Interior Architecture), and enabling the concurrent development of both specific and shared skills while also gaining experience of working collaboratively.
The paper will reflect specifically upon a project where students worked in multi-disciplinary teams to design a toilet compartment for a high speed train. Students were required to employ full-scale modelling and prototyping in exploring the user trip and human interaction within the space; the organisation and planning of the space; the usability of the objects within; and the signage and semantics. In doing so, students were able to solicit user centred feedback on ergonomics, communication and usability and implement changes where necessary.
The paper will expand on the cross-disciplinary learning and teaching experience and reflect upon the design outcomes. It will also report on subsequent collaborative cross-disciplinary engagement for both students and tutors and the blurring of boundaries between courses.

Citation

Lambert, I., & Firth, R. (2010). Projects for Multi-Disciplinary Teams: Engaging Students across Design Disciplines in a Shared Undergraduate First Year Curriculum.

• Conference Name: Cumulus Genk conference 2010: Borderline - Pushing Design Over the Limit
• Start Date: May 26, 2010
• End Date: May 30, 2010
• Publication Date: Sep 12, 2010
• Deposit Date: Jun 1, 2015
• Publicly Available Date: Jun 1, 2015
• Peer Reviewed: Peer Reviewed
• Keywords: Design; Interdisciplinary
• Public URL: http://researchrepository.napier.ac.uk/id/eprint/8313