Using boundary objects to make students brokers across disciplines: A dialogue between students and their lecturers on Bertolini’S node-place model

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dc.contributor.authorGilliard, Lukasen
dc.contributor.authorWenner, Fabianen
dc.contributor.authorBelahuski, Gal Biranen
dc.contributor.authorNagl, Elisabethen
dc.contributor.authorRodewald, Annaen
dc.contributor.authorSchmid, Fabianen
dc.contributor.authorStechele, Maximilianen
dc.contributor.authorZettl, Michaelen
dc.contributor.authorBentlage, Michaelen
dc.contributor.authorThierstein, Alainen
dc.date.accessioned2018-10-09T12:20:07Zen
dc.date.available2018-10-09T12:20:07Zen
dc.descriptionTransactions of the Association of European Schools of Planning; Volume 2 / Issue 1 / June 2018; page 81-98en
dc.description.abstractThe 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.en
dc.identifierhttps://transactions-journal.aesop-planning.eu/index.php/TrAESOP/article/view/19en
dc.identifier.doi10.24306/TrAESOP.2018.01.006en
dc.identifier.issn2566-2147en
dc.identifier.pageNumber81-98en
dc.identifier.urihttps://hdl.handle.net/20.500.14235/864en
dc.identifier.urihttps://doi.org/10.24306/TrAESOP.2018.01.006en
dc.language.isoenen
dc.publisherAESOPen
dc.rightsopenaccessen
dc.rights.licenseCC BY 4.0en
dc.rights.urihttps://creativecommons.org/licenses/by/4.0en
dc.sourceTransactions of the Association of European Schools of Planning; Volume 2 / Issue 1 / June 2018; 81-98en
dc.subjectPlanning educationen
dc.subjectinterdisciplinarityen
dc.subjecttransit-oriented developmenten
dc.subjectnode-place modelen
dc.titleUsing boundary objects to make students brokers across disciplines: A dialogue between students and their lecturers on Bertolini’S node-place modelen
dc.typearticleen
dc.type.versionpublishedVersionen
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