Interdisciplinary cluster competition, when the whole is greater than the sum of its parts

Abstract

This article describes the pedagogy, conceptual framework, outcomes and experiences of an annual Interdisciplinary Cluster Competition (ICC) organized at the beginning of every spring semester for junior students in the disciplines of Architecture, Industrial Design, Interior Design, Landscape Architecture and Visual Communication at a major University in the United States southwest. It is descriptive a study.

Students’ teams applied Studio Based Learning pedagogy applied to a real world problem. This combination enhanced the competition learning outcomes because of the impact of intraprofessional experience on student learning and their ability to generate holistic and resourceful solutions (Shraiky J. & Lamb 2012). The result was a win-win experience that empowered students to become social changers, and exposed them to an understanding of interdisciplinary collaborative practice. Students’ motivation to win the competition increased in comparison with previous years with the implementation of a “priceless” award.