All, details below for abstract submissions.


TRANSFORMATIVE TEACHING - A FOCUS ON PEDAGOGY 2022  (Virtual)

NOV 15-17, 2022
ABSTRACTS: OCT 5, 2022
https://amps-research.com/conference/teaching/

Zayed University, UAE; Florida State University; University of Dundee; AMPS and Routledge.



Strands, include:

ZAYED UNIVERSITY: Creative Economies – Connecting the academy to creative industries
https://amps-research.com/teaching-zu/

In several regions around the globe, the role of creativity in the design and construction industry can be underappreciated. Although great strides are being made by local institutions and organizations to increase awareness, the development of the creative economy through art and design is still emerging. Often related to this issue, are questions of cultural sensitivity. At the same time that we seek to ‘decolonize’ the curriculum, we also seek to open the eyes of built environment students to new directions in their chosen fields from a variety of international and local perspectives. This strand debates this scenario.

FLORIDA STATE UNIVERSITY: Creativity, Flexibility, and Innovation in Education.
https://amps-research.com/teaching-fsu/

Among the many roles that built environment cation plays in society is developing the capacity of students for “creative problem solving”. It is a role that is typically embraced by all disciplines. As educators, we strive to improve the collective quality of life by approaching issues through our unique lenses, building, planning, science, art, psychology or, as is the FSU focus at this conference, design. Although this common goal unites all of us, we spend a great deal of time focusing on our differences, often approaching problems and potential solutions in silos. 

UNIVERSITY OF DUNDEE: Transformative Learning, Activism and Reflexivity in Education – from design to the social sciences
https://amps-research.com/teaching-uod/

A direct engagement with a community challenges students from every discipline to work with real problems, real places, and real people: whether they come from design fields, the arts and humanities, social studies and social work, engineering or community studies. It demonstrates that concepts drawn on the computer screen or developed in theory in a classroom have consequences, but also have the potential to make transformative change in the real world. In engaging with transdisciplinary learning beyond the campus, on the outside, we can create a knowledge framework beyond the traditional disciplinary perspectives, enabling built environment students to position themselves as critical practitioners and as citizens, and question the role (and responsibilities) of universities within wider society.



Publications by Routledge, Taylor & Francis as part of the series ‘A Focus on Design Pedagogy’
https://www.routledge.com/Routledge-Focus-on-Design-Pedagogy/book-series/RFDP

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