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<p>The call for built environment students to engage in interdisciplinary collaboration during their education remains critical. However, administrative and perceived structural constraints often hinder the integration of interdisciplinary learning experiences. This study examines cross-sectional data from five cohorts of participants in a two-day design charrette organized by a college of architecture that houses programs in construction science, architecture, landscape architecture and urban planning, visualization, and university studies – Global Arts, Planning, Design &amp; Construction (often abbreviated “USAR”). The charrette was designed to address the lack of integration among undergraduate students in built environment disciplines by fostering collaborative, interdisciplinary engagement. Using pre- and post-event surveys, this research explores two key questions: (1) How do underclassmen experience the two-day design charrette as a learning event? and (2) How does participants’ understanding of their own discipline and related disciplines evolve over the course of the event? Findings suggest that participation in the charrette enhances multiple dimensions of interdisciplinary competence within the Architecture, Engineering, and Construction (AEC) fields. This study proposes a preliminary framework for operationalizing interdisciplinary competence in planning and design education and highlights the value of experiential, collaborative learning models. The results underscore the importance of integrating interdisciplinary pedagogies into urban planning and built environment curricula, equipping students with essential skills to address complex challenges and foster a culture of cross-disciplinary cooperation.</p>

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Enhancing interdisciplinary competence in built environment research: evaluating the impact of a two-day design charrette on undergraduates

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月7日

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  • Katie Reed,
  • Zofia Rybkowski,
  • Eric Bardenhagen,
  • Wenjing Gong,
  • Courtney Starrett,
  • Benjamin Ennemoser,
  • Xinyue Ye

摘要

The call for built environment students to engage in interdisciplinary collaboration during their education remains critical. However, administrative and perceived structural constraints often hinder the integration of interdisciplinary learning experiences. This study examines cross-sectional data from five cohorts of participants in a two-day design charrette organized by a college of architecture that houses programs in construction science, architecture, landscape architecture and urban planning, visualization, and university studies – Global Arts, Planning, Design & Construction (often abbreviated “USAR”). The charrette was designed to address the lack of integration among undergraduate students in built environment disciplines by fostering collaborative, interdisciplinary engagement. Using pre- and post-event surveys, this research explores two key questions: (1) How do underclassmen experience the two-day design charrette as a learning event? and (2) How does participants’ understanding of their own discipline and related disciplines evolve over the course of the event? Findings suggest that participation in the charrette enhances multiple dimensions of interdisciplinary competence within the Architecture, Engineering, and Construction (AEC) fields. This study proposes a preliminary framework for operationalizing interdisciplinary competence in planning and design education and highlights the value of experiential, collaborative learning models. The results underscore the importance of integrating interdisciplinary pedagogies into urban planning and built environment curricula, equipping students with essential skills to address complex challenges and foster a culture of cross-disciplinary cooperation.