Strategic implementation of innovative design pedagogies is imperative for 21st century learning (Mao, 2008). Anticipating the complex and multi-disciplined environments design students will soon be working in professionally, the pedagogical approaches presented in this paper aim to explore possibilities to advance undergraduate design education. The paper summarizes a student-led, team-based studio course and how interdisciplinary exchange informs project trajectories, generates integrative learning and integrated, holistic design solutions. The authors review the blueprint of a collaborative studio process in which a range of innovative tools and methods were applied during three strategic phases of the course.

This case study offers design educators an exploratory model for integrative learning, transforming students’ mindset, and expanding conceptual frameworks of discipline-specific design processes to think beyond epistemic limitations to prepare students to actively engage with emerging practices.