Abstract

This paper describes research on experiential teaching and learning frameworks for urban design through a case study of collaborative architecture and graphic design projects at the University of Ulster between 2010-11. Developed within a conceptual framework of recent critical pedagogy and practice literature, the projects aimed to improve the connections between taught design theory and practice for future professionals. The research draws lessons for design practice and pedagogy on the potential to help designers engage, physically and socially, within urban contexts outside of their studio environments.