1 MEDIATING POST-INDUSTRIAL CITY ISSUES AND REALITIES IN THE STUDY PROCESS: INNOVATING ARCHITECTURE DESIGN STUDIO CURRICULA AND TEACHING METHODOLOGY Ljiljana Blagojević University of Belgrade, Faculty of Architecture, Belgrade, SERBIA, ljblagojevic@arh.bg.ac.rs Summary: The paper explores teaching methodology at graduate-level architecture university education, aiming at mediating the post-industrial city issues and realities through the architectural and urban design studio teaching process. Explored specifically are innovative curricula addressing emerging trends in redevelopment, such as creation of new mixed-use neighborhoods on brownfield sites, formerly used for transportation infrastructure. Examined, also, are site environmental issues, such as the climate change and subsequent problems of tidal rise, as well as study of stormwater quality treatments and the feasibility of constructing floodplains or riparian edges as a public amenity and valuable habitat. The paper presents two case studies based on the direct practical experience in teaching urbanism studio as a visiting professor at Yale University School of Architecture in 2009-10. Keywords: post-industrial city, design studio curricula, brownfield site, climate change, stormwater management 1. INTRODUCTION 1.1 Acknowledgement This paper was realized as a part of the project “Studying climate change and its influence on the environment: impacts, adaptation and mitigation” (43007) financed by the Ministry of Education and Science of the Republic of Serbia within the framework of integrated and interdisciplinary research for the period 2011-2014. 1.2. Design Studio Based Teaching at the University of Belgrade – Faculty of Architecture The University of Belgrade – Faculty of Architecture academic curriculum in concordance with the Bologna Declaration, which is adopting a system essentially based on two main cycles, undergraduate (B. Arch.) and graduate (M. Arch.) academic programs, has been implemented since 2005-2006 academic year. The accredited current academic program of graduate-level university education in the field of architecture and urbanism, Master of Architecture (M. Arch.) program, is primarily organized around design studio based teaching. [1] The program provides for three semesters of Studio Projects 1, 2, and 3, and the Master Studio Project in the final, fourth semester of study. Within the established system of credits of total 120 ECTS of the two-year M. Arch. study program, design studio represents sixty percent of all teaching, or, 72 ECTS. Design studio credits are progressively distributed throughout the graduate study program, as follows: 16 ECTS in the 1 st semester, 18 ECTS in the 2 nd , and in the 3 rd semester, and 20 ECTS in the final, 4 th semester. In addition, in the first three semesters, Studio Projects are thematically supported by related Seminars, together with which they are organized in modules, each carrying 22 ECTS. In the fourth semester, the Master Studio Project is supported by a project related Master Thesis (10 ECTS), with which it forms the module of 30 ECTS total. Modules comprising of studio projects and related seminars, as well as final studio project comprising of thesis and design project, represent eighty percent of all graduate-level teaching of architecture (96/120 ECTS). INTERNATIONAL SCIENTIFIC CONFERENCE AND XXIV MEETING OF SERBIAN SURVEYORS ″PROFESSIONAL PRACTICE AND EDUCATION IN GEODESY AND RELATED FIELDS″ 24-26, June 2011, Kladovo - ,,Djerdap“ upon Danube, Serbia.