AbstractCollaboration among disciplines is becoming a standard practice in Architecture, Engineering, and Construction (AEC) industry. However, limited studies have addressed the involvement of interdisciplinarity into architectural undergraduate curricula. The study seeks to expand the literature on this topic, namely by offering an alternative model for teaching an Interdisciplinary Design Course (IDC), mainly in architectural engineering departments, with the participation of engineering departments. The authors hypothesize that by the adoption of the IDC, architecture students would have a better understanding of the nature of AEC interdisciplinary design knowledge. The study aims to highlight the value of the IDC and to test the hypothesis. A qualitative research methodology has been adopted, including the design of an experiment and then the application of a case study comprising four instructors and 24 students from four departments in the Faculty of Engineering, Cairo University. Students’ design process, teamwork attitude, and own experiences on the IDC have been recorded using direct observation, interviews, and surveys. Data have been analyzed using descriptive statistics to identify the effectiveness and challenges of the experiment, in addition to the comparison with the traditional design studio. The results have shown the students’ satisfaction with collaboration with their peers from other disciplines, as it boosted their understanding of the integrated design process and increased their knowledge about each other’s discipline. In addition, architecture students commended the IDC much more than the traditional design studio.
Bridging Academic Disciplines with Interdisciplinary Project-based Learning