Abstract
This paper presents the educational outcomes of a Project-Based-Learning (PBL) approach as applied in urban design education by graduate students at the Master of Urban Planning and Design program, Department of Architecture and Urban Planning, College of Engineering, Qatar University. PBL approach has always proved effective in teaching and learning in engineering, architecture and urban design programs. It engages learners, teachers and community in investigating and designing real life, community based projects. Doha, the capital of Qatar, is experiencing rapid urban change since the second half of the 20th century. This rapid urbanization has resulted in the remarkable transformation of its urban environment and the disappearance of traditional neighborhoods, that were replaced by modern mega real-estate developments, public buildings and infrastructure projects. Currently mega development projects are introducing new infrastructure projects; roads and metro, that are expected to impact the city in an unprecedented way. Mega infrastructure projects provide ample opportunity to reduce car dependency and provide pedestrian walkways and cycling lanes. Underground metro stations provide public transportation access to the city downtown that require urban transformation and changes. The students of Urban Planning Legislations course at the Master of Urban Planning and Design program were introduced to the following questions: What is the expected impact of these mega infrastructure projects on the city, especially the city center? What urban design strategies and legislations are needed to achieve maximum benefit from this vast investment? And finally, what types of urban design projects are needed to achieve these goals? The students were required to propose urban design projects that address these concerns. The projects proposed revitalization of a traditional neighborhood and three urban corridors to be developed in the city downtown benefiting from the construction of mega underground metro stations.
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