1 college of architecture this presentation is best seen as a slide show given that many slides are...

1

College of Architecture

This presentation is best seen as a slide show given that many slides are animated….

© Jorge Vanegas/CARC//TAMU January 2011


REU Brown Bag Lecture Series

"A Framework for Managing the Creative Research Process"

Dr. Jorge A. VanegasDean, College of Architecture (CARC),

Sandy and Bryan Mitchell Master Builder Endowed Chair,Professor, Department of Architecture (ARCH),

andDirector, Center for Housing and Urban Development (CHUD)

Texas A&M University (TAMU)

3137 TAMUCollege Station, Texas 77843-3137

Tel.: (979) 845-1223 • Fax #s: (979) 845-4491Email: [email protected]

mailto:[email protected]

HOWDY!

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4

1First:We need to frame the

creative research process in the realities of the challenges we face in the 21st Century...



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AWe live in an age of harsh realities and complex challenges, and any attempt to address any of them will demand new mindsets…

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For example:The Millennium Development Goals...

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Developed from: United Nationshttp://www.un.org/millenniumgoals/

CreativeResearchProcess

http://www.un.org/millenniumgoals/

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The 15 Global Challenges for Humanity...

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Developed from: Millennium Project of WFUNAhttp://www.millennium-project.org

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http://www.millennium-project.org/

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The Grand Challenges for Engineering...

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College of ArchitectureMake solar

energyeconomical

Developed from: National Academy of Engineeringhttp://www.engineeringchallenges.org/

Provideenergy

from fusion

Develop carbonsequestration

methods

Restore andimprove urbaninfrastructure

Reverse-engineerthe brain

Enhance virtualreality

Securecyberspace

Engineer the toolsof scientificdiscovery

Advancepersonalized

learning

Prevent nuclear terror

Manage thenitrogen cycle

Advance healthinformatics

Provide access toclean water

Engineer bettermedicines


http://www.engineeringchallenges.org/

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College of ArchitectureThe 2030 Challenge to the Architecture and Building Community...

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College of ArchitectureThe 2030 Challenge Targets

All new buildings, developments and major renovations shall be designed to meet a fossil fuel, GHG-emitting, energy consumption

performance standard of 50% of the regional (or country) average for that building type.

At a minimum, an equal amount of existing building area shall be renovated annually to meet a fossil fuel, GHG-emitting, energy consumption performance standard of 50% of the regional (or country) average for that building type.

Developed from: 2030 Challengehttp://www.architecture2030.org/2030_challenge/index.html

The fossil fuel reduction standard for all new buildings and major renovations shall be increased to 60% in 2010, 70% in 2015, 80% in

2020, and 90% in 2025.

Carbon-neutral in 2030

(using no fossilfuel GHG emitting

energy to operate).


http://www.architecture2030.org/2030_challenge/index.html


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BTo address the challenges of today we require new paradigms…



KnowledgeCreation

ExpandedScholarship

Integration

Pluridisciplinarity



We begin with (1) a new paradigm of knowledge creation to move from the Baseline of what is, to a Vision of what can be, in the pursuit of enhancements and new solutions…



Current State(Status Quo)

External Context

Internal Context

DRIVERS

Questions,

Problems,

Needs,

Opportunities,

Aspirations...

From what is…



Future State(Vision)

External Context

Internal Context

Answers,

Solutions,

Satisfaction,

Realization,

Fulfillment...

To what can be…OUTCOMES



RD4E

Through…


External Context

Internal Context

OUTCOMES


External Context

Internal Context

DRIVERS



Demonstration

Development

Deployment

Research

Evaluation

Dissemination


External Context

Internal Context

OUTCOMES


External Context

Internal Context

DRIVERS

Through…

TOPIC





With…

Partners Partners

Partners Partners

Demonstration

Development

Deployment

Research

Evaluation

Dissemination

TOPIC



TOPIC

EnhancedCharacteristicsof Specific Topic

Solutions

EnhancedContextual Envelope

of Specific TopicSolutions

EnhancedProcesses for

the Delivery and Useof Specific Topic

Solutions

To enhance what we do, how we doit, with what we do it, and wherewe do it...

EnhancedCompatibility among

Characteristics,Processes, and

Resources

EnhancedResources for

the Delivery and Useof Specific Topic

Solutions

• Integrated:– RD4E– Teaching, Learning & Training– Engagement (Practice, Outreach & Service

• Knowledge (Best & Value Improvement Practices)

• Experience (Lessons Learned)• Creativity, Innovation, &

Entrepreneurship


College of Architecture… in the right direction…

Desirable Processes for theDelivery and Use

of a Specific TopicSolution

(The “How”)

Non-desirableProcesses

Desirable Attributes and Characteristicsof a Specific Topic Solution

(The “What”)

Non-desirableAttributes and Characteristics

Desirable Resources for theDelivery and Use


(The “With What”)

Non-desirableResources Desirable Contextual Envelope


(The Desirability Octant)


College of Architecture… using enhancements in any manifestation…

• Principles• Heuristics• Concepts• Strategies/Tactics• Guidelines/

Specifications• Standards• Processes/Tools• Best Practices• Lessons Learned• Practices• Others…



We follow with (2) a paradigm of integration, in the pursuit of enhancements and new solutions…



Engagement(Practice/Outreach/Service)

Learning/Teaching• Engagement• Exploration• Explanation• Elaboration• Critical Thinking• Systems

Thinking• Visualization

Research/CreativeWork• Disciplinary• Multidisciplinary• Interdisciplinary• Crossdisciplinary• Transdisciplinary

TOPIC



.. With a focus on:

Res

earc

hing

wha

t is

bei

ng p

ract

icedTeaching w

hat is being practiced

Learning/Teaching

Engagement(Practice, Outreach,

and Service)

Research/Creative Work

Taki

ng to

Prac

tice

wha

t is

res

earc

hed

Taking to Practice

what is taught

Researching what istaught and how

Teaching what isresearched



Vocationaland

Community College

Education

K-12Education

ServiceLearning

CARC StudentsOther TAMU Students

Other U.S. StudentsInternational Students

Continuing &DistanceLearningEducation

AEC ProfessionalsOther Professionals

Government OfficialsThe Community

Traditional Formal University Education

Disciplinary and InterdisciplinaryBachelor, Master, and Doctoral Levels

… Transcending traditional formal education



We continue with (3) a paradigm of pluridisciplinary interaction and collaboration, in the pursuit of enhancements and new solutions…



Disciplinarity, multidisciplinarity,

interdisciplinarity,

crossdisciplinarity, and

transdisciplinarity are like five arrows shot from but a single bow:

knowledge



Disciplinarity is concerned with the

study of a research topic within only one discipline.


College of ArchitectureDisciplinarity (cont.)

DisciplineDepth

Solid TheoreticalFoundation

DisciplineBoundary

QuestionProblemNeedOpportunityAspiration



Pluridisciplinarity is

concerned with the study of a topic, not in only one discipline, but in several at the same time.



(a)Multidisciplinarity is with

the study of a research topic within one discipline, with support from other disciplines, bringing together multiple

dimensions, but always in the service of the driving discipline.


College of ArchitectureMultidisciplinarity (cont.)

DisciplineA


DisciplineB

DisciplineE

DisciplineC

DisciplineD



(b)Interdisciplinarity is

concerned with the study of a research topic within multiple disciplines, and with the transfer of methods

from one discipline to another.



DisciplineA

DisciplineB

DisciplineE

DisciplineD

DisciplineC

Interdisciplinarity (cont.)QuestionProblemNeedOpportunityAspiration



(c)Crossdisciplinarity is

concerned with the study of a research topic at the intersection of multiple disciplines, and with the commonalities among the disciplines involved.



DisciplineA

DisciplineB

DisciplineC

Crossdisciplinarity (cont.)




(d)Transdisciplinarity is

concerned, at once, with what is:

✔ Between the disciplines

✔ Across the different disciplines

✔ Beyond all disciplines.

Its goal is the understanding of the present world under an imperative of unity of knowledge.


College of ArchitectureTransdisciplinarity (cont.)QuestionProblemNeedOpportunityAspiration



We end with (4) a paradigm of expanded scholarship, in the pursuit of enhancements and new solutions…



EngagementConstituencies

College of Liberal Arts

College of Education

and Human Development

College of Geosciences

AssociatedUnits in the Texas A&M

System

Mays Business School

College of Agriculture

and Life Sciences

George Bush School of

Government and Public

Service


Dwight Look College of

Engineering

College of Science

College of Veterinary

Medicine & Biomedical

Sciences

PluridisciplinaryInteraction and Collaboration

Sources ofScholarship



An ExpandedView ofScholarship

Colleges at Texas A&MUniversity, and other AssociatedUnits within the Texas A&MUniversity System(Well Rounded Foundation)




DisciplinaryDepth Within

Each College’sKnowledge

Domains


Cross-CollegeAssets

Talent

Infrastructure

Capacity




DisciplinaryDepth Within

Each College’sKnowledge

Domains

Discovery(disciplinary)

Application(contextual)

Engagement(contextual)

Discovery(pluridisciplinary)

Integration


Teaching(contextual)



… At a global scale...

Through strategic alliances and partnerships… … and…

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2Second:We need to understand the

general context of the creative research process...




A creative person sees the invisible, believes the incredible, and receives the impossible.


College of ArchitectureResearch Problem Typologies

Revolutionary Topics(revolutionary unknown topics that have never been pursued)

Evolutionary Topics (evolutionary topics that have a strong solid base on existing knowledge but that have never been pursued before)

Well Defined Body ofLiterature/Knowledge(well documented topics)

Gaps in the Body ofLiterature/Knowledge

(well documented topics that have knowledge gaps or room for

improvement)

EXISTINGBODY OF

LITERATURE/KNOWLEDGE(All Topics Relevant to

a Subject UnderInvestigation)Industry Experts

in the Field

Personal Knowledgeon the Subject

Academic Expertsin the Field



Research Typologies:Bachelor & Master Levels

Independent Project(research on a specific issue or solution of a specific problem; could be descriptive in nature, be a comparative study, or be a

synthesis study; requires a structured methodology; must contribute to a better

understanding of existing body of knowledge)

Thesis(research to prove or disprove a specific thesis; could be exploratory in nature or for validation; requires a structured methodology; must contribute to a better

understanding of existing body of knowledge)

EXISTINGBODY OF



in the Field




College of ArchitectureResearch Typologies: Ph. D. LevelPh.D. Level Dissertation (research on revolutionary unknown topics that have never been pursued; totally exploratory in nature; requires structured methodology; high risk; must show potential to contribute to the expansion of existing body of knowledge into new directions)

Ph.D. Level Dissertation (research on evolutionary topics that have a strong solid base on existing knowledge but that have never been pursued before; could be exploratory in nature or for validation of new theories; requires a structured methodology; low to medium risk; must be a solid contribution that expands existing body of knowledge into new directions)

EXISTINGBODY OF



in the Field




College of ArchitectureThe Global Context of Research


College of ArchitectureThe Basic Elements of the Research Process



Planners, Architects, Engineers, Constructors attempt

to develop efficient solutionsto practical problems

Researchers attemptto discover valid answers

to scientifically interesting questions!

Research Answers Questions!

What is important to remember is:Why would anyone care about the answer to your research question?

Adapted from Dr. R. Levitt, Stanford University




Researchers should…

• Seek to ask and answer questions…

• Through well designed experiments…

• That build on prior research…

• To create new knowledge…

• To enhance methods and tools…

• That engineers (or others) will use to develop solutions …

• For currently unsolved problems.


College of ArchitectureStepping Stones of Science

• Science is a social process not a solo adventure!

• Your research is neither the first step nor the last step in answering a question – it is the “next step”!

• Use the stepping stones already in place from prior research to advance toward your research question.

• Aim to have your research be the “next stepping stone” for others to use on the path to answering your research question




ANALYSIS

SYNTHESIS

PLAN/DESIGN

EXECUTION

GOAL

OUTCOMEPOOL OF

EXISTINGKNOWLEDGE

POOL OF QUESTIONS,PROBLEMS,

NEEDS,OPPORTUNITIES, AND

ASPIRATIONS

RESEARCH TEAM

NEWKNOWLEDGE

INTELLECTUALMERIT

BROADERIMPACT

INSTITUTIONALINFRASTRUCTURE

A Roadmap for the Integration of theElements of the Research Process in a Proposal

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3Third:We need to understand the

basic elements of the creative research process...




Clear Why

ANALYSIS

Clear Target

GOAL

Clear StartingPoint

SYNTHESIS

Clear FinishLine

OUTCOME

Organization of the Elements of the Creative Research Process

Clear Path

EXECUTION

Clear How

PLAN/DESIGN


College of ArchitectureScope Definition for Each Element of the Creative Research Process

GLOBAL DOMAIN

GENERAL SCOPE

SPECIFIC SCOPE



What is the magnitude, significance, and importance of the question, problem, need, opportunity, or aspiration addressed by the research?

RESEARCH CONTEXT

ANALYSIS

Breakdown of the Elements of the Creative Research Process (1)


NEEDS, OPPORTUNITIES,AND ASPIRATIONS

THE DRIVERS (Push)

POOL OF EXISTING KNOWLEDGE

THE FOUNDATION(Starting Point)



What is the explicit and specific research question that the investigationwill answer, and why would the answer have intellectual merit and broader impact?

RESEARCH QUESTION

GOAL


NEW KNOWLEDGE

THE VISION (Pull)

THE INTELLECTUAL MERIT(Evaluation Criteria 1)

THE BROADER IMPACT(Evaluation Criteria 2)



Evaluation Criterion 1:What is the intellectual merit of the proposedresearch activity?• How important is the proposed research activity to advancing

knowledge and understanding within its own field or across different fields?

• How well qualified is the individual PI or the Research Team to conduct the proposed research activity?

• If appropriate, what is the quality of prior work done by the individual PI or the Research Team ?

• To what extent does the proposed activity suggest and explore creative, original, or potentially transformative concepts?

• How well conceived and organized is the proposed research activity?

• Is there sufficient access to resources?

From National Science Foundation



Evaluation Criterion 2:What are the broader impacts of the proposedresearch activity?• How well does the proposed research activity advance discovery

and understanding while promoting teaching, training, and learning?

• How well does the proposed research activity broaden the participation of underrepresented groups (e.g., gender, ethnicity, disability, geographic, etc.)?

• To what extent will the proposed research activity enhance the infrastructure for research and education, such as facilities, instrumentation, networks, and partnerships?

• Will the results be disseminated broadly to enhance scientific and technological understanding?

• What may be the benefits of the proposed research activity to society?

From National Science Foundation



Other Issues to Consider (1): Where does the proposed research activity fit within a broader perspective?

SPECIFICRESEARCHPROJECT

INTELLECTUAL MERIT

BROADER IMPACTS

BROAD RESEARCH INITIATIVE

GENERAL RESEARCHPROGRAM

THRUST

OTHERGENERAL

RESEARCHPROGRAM

THRUST

OTHERGENERAL

RESEARCHPROGRAM

THRUST



Other Issues to Consider (2): How are research, teaching/learning, and engagement integrated, and who will benefit from them?

SPECIFICRESEARCHPROJECT

RESEARCH PROGRAM

TEACHING/LEARNING PROGRAM

ENGAGEMENTACTIVITIES

INDUSTRY,BUSINESS, ANDGOVERNMENT

(U.S. ANDINTERNATIONAL)

OTHERRESEARCHPROGRAMS

(INTERNAL ANDEXTERNAL)

OTHERTEACHINGPROGRAMS

(INTERNAL ANDEXTERNAL)

COMMUNITY ANDSOCIETY(U.S. AND

INTERNATIONAL)


College of ArchitectureBreakdown of the Elements of the Creative Research Process (3)

What quantitative and/or qualitative, rigorous, and scientifically-based research strategies and methodology will be followed, which research methods will be used, and what research plan will be executed in finding an answer to the research question?

THE RESEARCH TEAM(The Means 1)

RESEARCHSTRATEGIES/

METHODOLOGY

RESEARCH METHODS

RESEARCH PLAN

PLAN/DESIGN


College of ArchitectureKey Issue to Consider: DATA • Types of Data:

– What is (or are) the fundamental type (or types) of data that will be used in the proposed research activity?

– What is the level of availability of this type of data?

• Sources of Data:

– What is (or are) the principal source (or sources) of data that will be used in the proposed research activity?

– What is the level of accessibility to these sources of data?

• Attributes of Data:

– What is the relevance of the type of data that will be used in the proposed research activity?

– What is the level of reliability of this type of data?


College of ArchitectureSome Research Methodology Resources

• Research Methods Knowledge Base

– http://www.socialresearchmethods.net/kb/

• Social Research Methods

– http://www.socialresearchmethods.net/

• Other

http://www.socialresearchmethods.net/kb/

http://www.socialresearchmethods.net/



What is the intellectual foundation that supports the research?

POINT OFDEPARTURE

SYNTHESIS



NEEDS, OPPORTUNITIES,AND ASPIRATIONS

THE DRIVERS (Push)

POOL OF EXISTING KNOWLEDGE

THE FOUNDATION(Starting Point)



Literature Review Process (1)



Literature Review Process (2)



Literature Review Database Structure



How will the research strategies and methodology that will be used in finding an answer to the research question be implemented and applied in the collection and analysis of data?

THE INSTITUTIONALINFRASTRUCTURE

(The Means 2)


RESEARCHEXECUTION:DATACOLLECTION

EXECUTION

RESEARCHEXECUTION:

DATA ANALYSIS



What is the anticipated result and contribution of finding an answer to the research question?

RESEARCHRESULTS/PRODUCT

RESEARCH CONTRIBUTION

OUTCOME


NEW KNOWLEDGE

THE VISION(Pull)

THE INTELLECTUAL MERIT(Evaluation Criteria 1)

THE BROADER IMPACT(Evaluation Criteria 2)


College of ArchitectureSummary The creative research process needs to be a cohesive and integrated whole…

Thank You!

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