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Performative Practices: Architecture and Engineering in the 21st Century
New design practices are emerging that span multiple traditional disciplinary boundaries. As these new models of practice manifest, new pedagogies also become necessary, often challenging both existing educational models and institutional constraints as a result. Gibbons, et al1 questioned the adequacy of traditional disciplinary structures within universities in the context of broader social, technological and economic contexts. The Association of American Colleges and Universities have argueddoi:10.35483/acsa.teach.2011.5 fatcat:ma7mp7dw75gt5dnx27hn6iaw7m