Teaching Sustainability: Applying Studio Pedagogy to Develop an Alternative Post- Hurricane Housing Solution Using Surplus Shipping Containers

Christensen, PH; Worzala, E

Teaching Sustainability: Applying Studio Pedagogy to Develop an Alternative Post- Hurricane Housing Solution Using Surplus Shipping Containers

Christensen, PH

Worzala, E

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Publisher:: American Real Estate Society
Publication Type:: Journal Article
Citation:: The Journal of Sustainable Real Estate, 2010, 2 (1), pp. 335 - 360
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Christensen, PH https://orcid.org/0000-0002-1676-8570	en_US
dc.contributor.author	Worzala, E	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	The Journal of Sustainable Real Estate, 2010, 2 (1), pp. 335 - 360	en_US
dc.identifier.issn	1949-8276	en_US
dc.identifier.uri	http://hdl.handle.net/10453/28804
dc.description.abstract	This paper illustrates the use of studio teaching as a technique for promoting an interdisciplinary approach to teaching students about sustainability. It emphasizes an iterative decision-making process to help students think `outside the box when exploring sustainable solutions. The paper focuses on a particular case adopted by a combined studio of architecture and landscape architecture students to help provide sustainable housing solutions for post-hurricane victims. The studio format provides a student-centered learning environment where students, faculty, and industry professionals work together to propose alternative post-disaster housing and community restoration strategies. The students gained a heightened understanding of the need to address global challenges in an interdisciplinary manner, which is key for solving sustainability problems.	en_US
dc.publisher	American Real Estate Society	en_US
dc.relation.ispartof	The Journal of Sustainable Real Estate	en_US
dc.title	Teaching Sustainability: Applying Studio Pedagogy to Develop an Alternative Post- Hurricane Housing Solution Using Surplus Shipping Containers	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	2	en_US
utslib.for	120501 Community Planning	en_US
utslib.for	1205 Urban and Regional Planning	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
utslib.copyright.status	closed_access
pubs.consider-herdc	false	en_US
pubs.issue	1	en_US
pubs.volume	2	en_US

Abstract:

This paper illustrates the use of studio teaching as a technique for promoting an interdisciplinary approach to teaching students about sustainability. It emphasizes an iterative decision-making process to help students think `outside the box when exploring sustainable solutions. The paper focuses on a particular case adopted by a combined studio of architecture and landscape architecture students to help provide sustainable housing solutions for post-hurricane victims. The studio format provides a student-centered learning environment where students, faculty, and industry professionals work together to propose alternative post-disaster housing and community restoration strategies. The students gained a heightened understanding of the need to address global challenges in an interdisciplinary manner, which is key for solving sustainability problems.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/28804