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Comparisons in students’ energy modeling results due to in-depth knowledge of, and participation in, their colleagues’ work became second nature to the students. An emphasis on shared student authorship, cooperative structures, and collaboration led to a learning process based on productive comparisons of student work. It can be implemented by an individual instructor in a single studio section.
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It does not require larger curricular or program changes and is not bound to specific content. The presented pedagogical method, entitled ‘Shifting Allegiances,’ is easy to replicate and flexible for customization. Evidence from implementation reveals this process supports the creation of new knowledge in a short period of time (a 6.5-week studio) and students learn skills related to quantification of performance measures and develop capabilities to transform existing buildings to be net-positive contributors to their communities. Periodic discussions focus on works grouped by thematic commonalities and re-assigned ownership based on interest, self-identified strengths (skills they can contribute or teach), or deficits (skills they need to learn), rather than authorship. A new studio pedagogy is presented in which cognitive diversity is foregrounded by means of shifting away from individual ownership of work and towards groupings of works and students. This traditional focus on individual projects has the effect of minimizing the cognitive diversity that can be brought to bear within the development of projects, and that new knowledge is created through interactive processes based on the sharing and integration of previously unshared knowledge. Among the factors contributing to this, traditional design studio pedagogies tend to privilege individual ownership of projects instead of promoting cooperation and collaboration.
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Students of architecture are often inadequately prepared to address the consequences of climate change.