J. Perez Gil1, L. Santos y Ganges1, R. Almonacid Canseco1, J.L. Lalana Soto1, J. Garcia Nistal2, V. Jimeno Guerra3

1Universidad de Valladolid (SPAIN)
2Universidad de Leon (SPAIN)
3Hamilton College (SPAIN)
Vitruvius defined Architecture as "a science arising out of many other sciences, and adorned with much and varied learning; by the help of which a judgment is formed of those works which are the result of other arts”. Two thousand years later, this definition is still valid and that learning requires the collaboration of many different disciplines, from the technical to other clearly humanistic. However, the intended interdisciplinary passes not being, in the best case, a mere multidisciplinary. Thus, it is often teachers detect knowledge gaps in students of other subjects, and especially biases and contradictions. How to reduce these problems and achieve an accredited cross-disciplinary education? This paper presents the pooling of several professors from the Higher School of Architecture of the University of Valladolid (Spain) about their experiences about this regard. They were asked for the problems identified in the other subject areas (knowledge integration deficits), for their own learning objectives (what they wanted to teach) and for the contributions that other colleague teachers had to settle or supplement. This collaborative teaching seminar has improved the teaching practice of teachers (debate, collaboration, contact, educational exchanges, improvement programs, etc.) and, consequently, the student learning. It has also served to focus the cultural heritage as one of the key mainstreaming in teaching-learning study architecture.