Perception of the Real World—Understanding Historic Environments, an Informal Design Studio: Walking Istanbul Series

This chapter addresses the integration of sustainable practice into the interior design studio through the investigation of a grant-sponsored adaptive reuse project. A fourth-year Interior Design studio project afforded the opportunity for exchanged conceptual ideas between students and a sponsoring industry client. The project provided students the opportunity to adapt and reuse a formerly unremarkable bank building, converting it into an innovative office space that meets LEED Silver certification standards. As participants in a sponsored project, the students were provided a unique opportunity to work with, and to be funded by, the client. Evaluations and completed projects indicate that students in the studio learned sustainable values and strategies through this integrated studio approach. The real-world project provided the students experiential knowledge through the implementation of innovative client-centered design and enforced the significance of adaptive reuse as a critical Interior Design practice.

Download Full-text

Four Ways of Knowing: A Multidisciplinary Approach to Teaching Community-based Design

Enquiry A Journal for Architectural Research ◽

10.17831/enq:arcc.v4i1.54 ◽

2007 ◽

Vol 4 (1) ◽

Cited By ~ 1

Author(s):

Sally Harrison

Keyword(s):

Urban Design ◽

Real World ◽

Design Education ◽

Fine Arts ◽

Ways Of Knowing ◽

Design Studio ◽

Disciplinary Culture ◽

Community Based ◽

Architecture Education ◽

The Real

Design education, especially in an undergraduate course of study, seeks to prepare students for professions and for citizenship in a world they hardly know. The studio typically provides only a surrogate experience in addressing formal and spatial problems, and is limited by time, by its geographic space, and by a dialogue that is more often than not, self-referential. It very rarely engages systemic questions of public policy, or the specific challenges of implementing at full scale ideas that are conceived through representational means. The constrained intellectual context is most poignantly seen in the urban design studios where problems are situated in the real world, and where issues outside the purview of design are found embedded in a place. Form-focused studio exercises that are necessarily a part of beginning architecture education are inadequate for exploring the indeterminacy of urban space and the complexity of human environments. When students enter an urban design studio, especially when they undertake community-based projects, they must take up the mantle of citizenship and engage in an enterprise that is fundamentally relational and grounded in experience. They need more information and more ways of knowing the world than traditionally the design disciplines can offer. This paper presents the outcomes of an experimental neighborhood-based teaching project undertaken as a collaboration among classes in architecture, landscape architecture, urban geography and the fine arts at Temple University. Although initiated through the architecture faculty’s desire to enrich its own undergraduate urban design studio, all the collaborators shared our concern about the narrowing effects of disciplinary bracketing on student learning, especially when the goal was to address real world situations. Each discipline brought to the project its particular disciplinary culture -- its language, methodology and areas of concern -- and a shared aspiration to puzzle together these diverse perspectives around questions of making places that are meaningful, humane and sustainable. The struggles and synergies among disciplines were alternatively inspiring, annoying, challenging, rich and imperfect. But intense engagement with a community re-centered the dialogue from inside the academic context to outside, and framed a multidisciplinary way of thought. The community itself proved to be a powerful coalescing agent; the inherent layering of issues in the real-world context made it virtually impossible to remain insensible to interdependencies in life that transcend disciplinary boundaries. Here Richard Sennett’s definition of what constitutes a democratic urbanity was applicable. The Greek term for “public”, synkoikismos, means “to bring together in the same place people that need each other but worship different household gods.” (47) This deceptively simple public-making concept became the basis for a process of learning, and a vehicle for working with the larger truths about how cities are formed and experienced.

Download Full-text

Evaluating Mental Health Services; How Do Programs for Children “Work” in the Real World? Edited by Carol T. Nixon & Denine A. Northrup. Sage, Thousand Oaks CA, 1997. pp. 306. £16.60 (pb).

Journal of Child Psychology and Psychiatry ◽

10.1017/s0021963098222918 ◽

1998 ◽

Vol 39 (6) ◽

pp. 935-936

Author(s):

Anne Worrall-Davies

Keyword(s):

Mental Health ◽

Mental Health Services ◽

Health Services ◽

Real World ◽

The Real

Download Full-text

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

Perspectives on Administration and Supervision ◽

10.1044/aas20.3.100 ◽

2010 ◽

Vol 20 (3) ◽

pp. 100-105 ◽

Cited By ~ 3

Author(s):

Anne K. Bothe

Keyword(s):

Clinical Education ◽

Real World ◽

Evidence Based Practice ◽

Communication Disorders ◽

University Faculty ◽

Evidence Based ◽

Speech Language Pathology ◽

Basic Principles ◽

The Real ◽

Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

Download Full-text