Methods
Interdisciplinary design is the integration of sectoral responsibilities, goals and solutions (Hooimeijer et al., 2021). Especially the responsibilities and goals can deviate enormously between disciplines connected to infrastructure and environment, beyond that the aligning of engineering and spatial design approaches are not easy. The general engineering approach can be defined as looking into ‘tame’ problems, the problem is clear and it is clear when the problem has been solved. The general spatial design approach is dealing with ‘wicked’ problems, problems that deal with open societal systems and therefore have no clarifying traits, there is no clear good solution, there are multiple (Webber and Rittel, 1973).
Besides this arena, there is the current paradigm of ‘resilience’ which can be defined as the ability of a system to adjust in the face of changing conditions (events) (Meerow et al., 2016). The need for interdisciplinary is the chance for adapting this paradigm and creating climate-proof, high-quality cities in deltas.
Important for interdisciplinary design is:
• Acceptance of the wicked
• Different learning experiences between engineers and designers
• Acknowledgement of the other
• Group building, clear organizations and steps
• Linking methods to be able to link ideas are crucial
The Delta Future lab offers support to reach interdisciplinary design in three ways:
1. The Interdisciplinary conditions 2. The Interdisciplinary process 3. The Interdisciplinary methods
1. The Interdisciplinary Conditions are created by offering a platform where all groups can interact and learn together with staff and practice partners. The groups themselves are set up in such a way that the following conditions are met:
– Taking the same location, shared analyses,
– Working for a ‘client’ in practice, offering infrastructure,
– Group building through excursion and other activities,
– Regular presentations and meetings between students work,
– Workshops with interdisciplinary methods,
– Taking interdisciplinary mentors in mentor teams,
– Interdisciplinary project as glue for thesis projects,
– Defining specific interdisciplinary subjects that are shared by master students,
– Connecting to research by staff.
2. The Interdisciplinary Process of the teams is structured in the following ways.
Research by design process: analysis & synthesis, design and conclusions
Research by design is used to take the object of study outside reality and investigate potential futures. It follows the normal design process, for interdisciplinary approaches the process alternates between disciplinary and interdisciplinary phases. In each step, there is a phase of divergence in which widely knowledge and options are explored within all cooperating disciplines. It is followed up by a phase of convergence in which the choices made for each discipline are done on the basis of the conditions set by the other disciplines.
Challenged Based Learning: engaging students in direct involvement with stakeholders to improve student activation by demonstrating the relevance of their discipline to ongoing real-world problems. Its emphasis on authentic challenges and self-directed learning is reminiscent of experiential learning, although challenge-based learning does not necessarily involve firsthand experiences for students. Students not only consider the solution but also the problem itself, and thus the process and product are of equal importance.
Malmqvist, Kohn Rådberg, and Lundqvist (2015) proposed the following definition: “Challenge-based learning takes place through the identification, analysis, and design of a solution to a sociotechnical problem. The learning experience is typically multidisciplinary, involves different stakeholder perspectives, and aims to find a collaboratively developed solution, which is environmentally, socially, and economically sustainable.”
Voorendt (2017) integrated design approach: a transdisciplinary design approach that integrates the systematic approach of the engineering method and the creative and learning character of the spatial design method. The integrated design approach developed in his dissertation is cyclic and highly iterative. It enables creativity, experimenting and learning from developing concepts, and offers possibilities to organize the process within a multidisciplinary team. It takes landscape, nature and cultural values into account, includes stakeholder participation and involves multiple disciplines in the design process. The approach ensures that feasible and functional results are reached.
The approach distinguishes seven main steps that can be applied to multiple design loops, starting with an overall conceptual design and ending with a final design that includes construction drawings: 1. Exploration of the problem, 2. Development of concepts, 3. Drawing up a program of requirements, evaluation criteria and boundary conditions, 4. Verification of the developed concepts, 5. Evaluation of the verified alternatives and selection of the best solution, 6. Validation of the result, 7. Decision to continue with the validated result to a more detailed design loop or to start with construction.
3. The Interdisciplinary Methods offered are multiple, these are examples:
• Charrettes
• Scoping ‘Tohoku’ method
• Research by design
Charettes
The “Charrettes” is about creating involvement by organizing a discussion in successive rounds in which the data is discussed and step by step, or round by round, integration of information that can be used for synthesis and design becomes groups knowledge (Lennertz, Lutzenhiser, and Duany, 2014).
Scoping ‘Tohoku’ method
The integration of information and ideas will be done using a method of scoping using the charrette. With the scoping method, the first condition is met by creating a common understanding of the problem and context of the case. Each group, within their created body of knowledge, orders their chosen measures or concepts by a value system they have chosen as a group. Each group weighs their chosen measures or concepts using this value system and preparing scopes. The making of the scopes gives the disciplinary better insight and understanding of the set of measures or concepts they formulated and also allows them to have a foundation to connect their proposals to the proposals of the other disciplines that used the same scopes. Then the chosen measures and concepts can also be weighed in relation to measures and concepts of the other disciplines and true interaction of making decisions between the disciplines takes place (Hooimeijer et al., 2021).
Process steps and content Tohoku Methods (Hooimeijer et al., 2021)
Research by design
Hugh Dutton (2000) has argued for an integrated approach to design: ‘For an integrated approach to design, borders between the distinct professional, industrial, and construction territories must be transgressed. The success of this exploration depends on designers’ understanding of the capacities and constraints of each separate field during the design process.’ To integrate engineering into urban planning and design, this understanding needs to be part of the design process, as well as of the governance processes, and products need to be innovative.
Creating the framework of understanding with the scoping method leads to the question: what if? And different scenarios can be designed on the basis of this. This is research by design, delivering insight into the context and options for new futures.
References
Dutton H (2000) ‘An integral approach to structure and Architecture’, Perspecta 31 Reading Structures, Yale Architectural Journal, lnc.(2000), p.61
Lennertz, WR, Lutzenhiser A, and Duany A (2014) The Charrette Handbook: The Essential Guide to Design-based Public Involvement. Chicago, IL: APA Planner Press.
Rittel, H.W.J.; Webber, M.M. (1973) Dilemmas in a General Theory of Planning. Policy Sci. 1973, 4, 155–169.
Hooimeijer F.L., Bricker, J.D., Pe AJl, Brand, A.D., Van de Ven, F.H.M., and Askarinejad, A. (2022) Multi- and interdisciplinary design of urban infrastructure development. Proceedings of the Institution of Civil Engineers – Urban Design and Planning 2022 175:4, 153-168
Meerow, S, Newell, JP, Stults, M (2016) Defining urban resilience: A review. Landsc. Urban Plan. 2016, 147, 38–49.
Malmqvist, J, Radberg, KK, and Lundqvist, U (2015) Comparative Analysis of Challenge-Based Learning Experiences. Proceedings of the 11th International CDIO Conference, Chengdu University of Information Technology,Chengdu, Sichuan, P.R. China, June 8-11, 2015.
Voorendt, M (2017). Design principles of multifunctional flood defences. [Dissertation (TU Delft), Delft University of Technology].