Titles
A-C
D-G
H-K
L-O
P-S
T-Z
A Vaccine Against Fake NewsAI Impact on Design Education: Confronting the Elephant in t...Analog Teachers in the Digital Realm: Three Artist-Educators...Anti-Anti: Teaching How Not To BuildAt the Vanguard: Building Design Education for the 21st Cent...Capacity-Building Pathways for Sustainability Competencies i...Changing Design Pedagogies with Emerging Trends Of Peri & Po...Changing the Ways of Teaching Architecture to Prevent Placel...Cinematography and Film StudiesCommand and Control in Challenge-Based Learning – why a da...Complexity Commonalities: Framing Future Developments in Edu...Correlation of Online Applications to the Effectiveness of F...Creating an 'intersectional third space' for contemporary ar...Designing Complex Systems Curricula for High School Science ...Developing Future-Scaffolding Skills through Complex Systems...Don’t Belabour!: Performing Bodies in the Design StudioEthics, Daylight, and Architectural Education: Managing Comp...Exploring the Complex, Emergent Choreography of Classroom Te...Futures teaching and interdisciplinary praxisHand(s)Off: Curricular Coordination and Instructor Collabora...How Architectural Education can Respond to an Learn Lessons ...Implementing Transdisciplinary Collaboration to Enhance Stud...Industry-University Partnerships As A Pathway To Internation...Interdisciplinary Peer-to-Peer Learning in Design and Policy...Interprofessional initiatives: At home in more than one disc...Japanese University Students Developing Global-mindedness th...Keynote PanelMaking Connections: The Layers of Loneliness COIL ProjectMixed Reality Environments: An Emerging Tool in Interior Des...Positive Sum Design: Design methods and strategiesPreparing Students for Complexity and Uncertainty: An Eviden...Rethinking Online Communities of Inquiry with Complexity The...Simulation as a Pedagogical Method in Teacher Education - a ...Strategic Issues in Business: Teaching Social Responsibility...Studio Problématique: A quest for alternative possibilities...Teaching Racism, Or How to Teach a Moving TargetTechnology, Education and Mastery; 10000 hours against the b...The Create-athon – using experiential learning to build a ...The Integration of Sustainability within Built Environment H...The Rise of AI Chat-bots: Suggestions for Integration in Hig...The Welcomed Problem: Centering the Ends to Develop the Mean...Use of Twitter as a Dispositional Tol for Teachers During th...Utilizing the Readymade as an Instrument to Develop an Under...Voices from The Field: Student Teachers’ Perspective on th...Welcome and IntroductionWhat is Online Learning in the Context of the 4th Industrial...Where do we Design? – Introducing a new studio hybridity
Schedule

IN-PERSON: Applying Education

Teaching and Learning Conference
Interdisciplinary Peer-to-Peer Learning in Design and Policy: Rhizome at Virginia Tech
G. Hamming
3:30 pm - 5:00 pm

Abstract

Launched in Fall 2021, the Rhizome Living-Learning Community is a partnership between Virginia Tech’s College of Architecture, Arts, and Design and Division of Student Affairs. Featuring an interdisciplinary, multigenerational mix of curricular and co-curricular experiences, it aims to help undergraduate students gain the skills and perspectives to tackle complex global challenges through a combination of design thinking, systems thinking, sustainable development, and project-based learning. Yearly learning is centered on one of the seventeen United Nations Sustainable Development Goals, and approaches a complex global challenge from both global and local perspectives. The culmination of the year is a sustained and iterative project in collaboration with a community partner, offering design-based solutions to one or more problems faced by that partner. In Rhizome’s first year, the theme was food insecurity and sustainable agriculture, with the focus shifting to sustainable cities and communities in the second. This paper reflects on these first two years of Rhizome, in particular on the challenges and possibilities represented by Rhizome’s unique blended emphasis on policy and design interventions. How do design and engineering students understand their relationships to policy? How do students in the humanities and sciences contribute to design projects? How does peer-to-peer learning—specifically, organization into interdisciplinary design teams—impact students’ understanding of their roles in addressing complex global challenges? By answering these and related questions, this paper offers guidance and possibilities for the creation and sustenance of similar living-learning communities.

Biography

Grant Hamming is a Collegiate Assistant Professor at Virginia Tech and the Program Director of the Rhizome Living-Learning Community. He earned his PhD in the History of Art from Stanford University in 2016, and has held postdoctoral fellowships at the Harvard Art Museums and the Rollins Museum of Art. His research and teaching interests include design history, transnationalism, modernism, and sustainability.