Using boundary objects to make students brokers across disciplines
The competencies required for steering urban development sustainably are scattered amongst various disciplines. This is particularly relevant for planners working at the interface of different sub-disciplines, such as transport and land-use planning, exemplified by transit-oriented development (TOD)...
| Main Authors: | , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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AESOP Association of the European Schools of Planning
2018-06-01
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| Series: | Transactions of the Association of European Schools of Planning |
| Subjects: | |
| Online Access: | https://transactions-journal.aesop-planning.eu/index.php/TrAESOP/article/view/19 |
| _version_ | 1818282310733135872 |
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| author | Lukas Gilliard Fabian Wenner Gal Biran Belahuski Elisabeth Nagl Anna Rodewald Fabian Schmid Maximilian Stechele Michael Zettl Michael Bentlage Alain Thierstein |
| author_facet | Lukas Gilliard Fabian Wenner Gal Biran Belahuski Elisabeth Nagl Anna Rodewald Fabian Schmid Maximilian Stechele Michael Zettl Michael Bentlage Alain Thierstein |
| author_sort | Lukas Gilliard |
| collection | DOAJ |
| description | The competencies required for steering urban development sustainably are scattered amongst various disciplines. This is particularly relevant for planners working at the interface of different sub-disciplines, such as transport and land-use planning, exemplified by transit-oriented development (TOD). In this paper, we use Bertolini’s node-place model (NPM) example for TOD to test whether it enables interdisciplinary work to be undertaken in planning education. We tested our hypothesis in two design studios by challenging urban design students to develop their own design brief based on an NPM. The paper is of a dialogic, discursive nature. Students discuss whether or not the NPM enables them to better understand the relationship between transit and urban development and to develop spatial strategies based upon an integrative approach. Our discussion reveals that the NPM cannot necessarily bridge disciplinary boundaries successfully. However, both lecturers and students see value in the model as a didactic instrument. |
| first_indexed | 2024-12-13T00:18:59Z |
| format | Article |
| id | doaj.art-08b578b738d04695a04b4d8023869c48 |
| institution | Directory Open Access Journal |
| issn | 2566-2147 |
| language | English |
| last_indexed | 2024-12-13T00:18:59Z |
| publishDate | 2018-06-01 |
| publisher | AESOP Association of the European Schools of Planning |
| record_format | Article |
| series | Transactions of the Association of European Schools of Planning |
| spelling | doaj.art-08b578b738d04695a04b4d8023869c482022-12-22T00:05:41ZengAESOP Association of the European Schools of PlanningTransactions of the Association of European Schools of Planning2566-21472018-06-01819810.24306/TrAESOP.2018.01.00619Using boundary objects to make students brokers across disciplinesLukas Gilliard0https://orcid.org/0000-0002-1702-5170Fabian Wenner1https://orcid.org/0000-0002-2356-8120Gal Biran Belahuski2Elisabeth Nagl3https://orcid.org/0000-0002-0551-8242Anna Rodewald4Fabian Schmid5Maximilian Stechele6Michael Zettl7Michael Bentlage8https://orcid.org/0000-0003-4658-6417Alain Thierstein9https://orcid.org/0000-0003-1878-4862Technical University of MunichTechnical University of MunichTel Aviv UniversityTechnical University of MunichTechnical University of MunichTechnical University of MunichTechnical University of MunichTechnical University of MunichTechnical University of MunichTechnical University of MunichThe competencies required for steering urban development sustainably are scattered amongst various disciplines. This is particularly relevant for planners working at the interface of different sub-disciplines, such as transport and land-use planning, exemplified by transit-oriented development (TOD). In this paper, we use Bertolini’s node-place model (NPM) example for TOD to test whether it enables interdisciplinary work to be undertaken in planning education. We tested our hypothesis in two design studios by challenging urban design students to develop their own design brief based on an NPM. The paper is of a dialogic, discursive nature. Students discuss whether or not the NPM enables them to better understand the relationship between transit and urban development and to develop spatial strategies based upon an integrative approach. Our discussion reveals that the NPM cannot necessarily bridge disciplinary boundaries successfully. However, both lecturers and students see value in the model as a didactic instrument.https://transactions-journal.aesop-planning.eu/index.php/TrAESOP/article/view/19planning educationinterdisciplinaritytransit-oriented developmentnode-place model |
| spellingShingle | Lukas Gilliard Fabian Wenner Gal Biran Belahuski Elisabeth Nagl Anna Rodewald Fabian Schmid Maximilian Stechele Michael Zettl Michael Bentlage Alain Thierstein Using boundary objects to make students brokers across disciplines Transactions of the Association of European Schools of Planning planning education interdisciplinarity transit-oriented development node-place model |
| title | Using boundary objects to make students brokers across disciplines |
| title_full | Using boundary objects to make students brokers across disciplines |
| title_fullStr | Using boundary objects to make students brokers across disciplines |
| title_full_unstemmed | Using boundary objects to make students brokers across disciplines |
| title_short | Using boundary objects to make students brokers across disciplines |
| title_sort | using boundary objects to make students brokers across disciplines |
| topic | planning education interdisciplinarity transit-oriented development node-place model |
| url | https://transactions-journal.aesop-planning.eu/index.php/TrAESOP/article/view/19 |
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