Learning Timber Tectonic Design Through Collaboration
Nancy Cheng University of Oregon
Mariapaola Riggio Oregon State University
A dual university collaboration challenges students in architecture, wood science and engineering to partner on a timber design and detailing project. Five years of student projects reveal how the mix of backgrounds, design media abilities and design development process impact the learning experience. Team design submissions, individual reflections and observed collaboration activities were analysed along with patterns of design ideation, transformation, and conflict resolution. Learning experiences vary according to the mix of student backgrounds and roles within the team. Teams mixing students of different levels and backgrounds on average performed better than more homogenous teams. While beginners do not have the skills to play a central role in the team, they have the most to learn from more advanced students. Keeping all team members engaged may require giving up some efficiency of a streamlined digital workflow.
Keywords: Digital Collaboration, Architectural Education, Integrated Design, Sdg 12, Sdg17