Architecture Abroad: Program Design and Cultural Immersion

In an era of expansion of study abroad for American students and increasingglobalization of architecture practice, this presentation addresses currentmodels for international architecture study. We also wish to reflect uponand share our experiences in developing an immersive mixed program inBarcelona that values cultural understanding and local knowledge as essentiallearning outcomes.According to the Institute of International Education, 270,604 U.S. studentsstudied abroad for academic credit in 2009/2010. Study abroad has more thantripled in the past two decades. Spain is the third destination for US students,following the UK and Italy and receiving more than 25,000 American studentsin 2009/2010, although it is difficult to determine the exact number of architecturestudents which may represent a relatively small percentage overall.Architecture students are naturally engaged with the deep structures ofplace, but differences are still pronounced. In Europe, architectural cultureis urban. Students encounter dense historic fabrics; non suburban peripheries,traditionally marginal and of mixed morphologies; and typologies thatreveal different modes of living and cultural values. In the Barcelona casethere is also a great deal of experimental architecture: hybrid communityprojects, public housing and public space. For many American students,coming abroad may be their first truly urban experience, often a cause ofgreater cultural shock than foreign values.Study abroad has been highly theorized in general, but not much has beenwritten about frameworks for architecture education abroad. Most schoolsfollow variants of two models: nomadic faculty led summer programs thatconcentrate on field study and directed travel or iterations of island programs,which the Forum on Education Abroad defines as a program whose pedagogyformally includes little cultural immersion, such as one in which home-campusstudents live together and home-campus faculty instruct them in facilitiesowned by the home campus. In the best cases, students have exposure tolocal professionals and debates.This insularity, as opposed to European exchange models, might be accountedfor by language education and the diversification of American educationitself. Marked differences exist between undergraduate professionalprograms and study within liberal arts curriculum, making it difficult toimmerse students in host institutions. Such difference in formation andpractice make American students less mobile than their European peers. Wedo not wish to criticize these models but explore beyond them.We have been engaged in the challenges of creating a Hybrid Program thatallows for diversity, choice and contemplates deeper immersion. This modelplaces an emphasis on language study, reinforced by students living with hostfamilies. We have also concentrated on partnering with host institutions wherestudents with appropriate language levels take normal courses and becomepart of the student body. Our model makes use of local faculty, guest critics,speakers, as well as architecture firms for internship. We engage nativestudents of architecture and design to act as guardian angels and friends,introducing students to local culture and accompanying them to events. Theseguided insertions provide a stronger connection to the place of study.

Volume Editors
Martha Thorne & Xavier Costa

ISBN
978-0-935502-83-1