Students are asked to design a bridge for a physical or conceptual site. The course stresses design processes and teamwork. Students work together on their assignments, which include defining the problem; setting objectives; determining the nature, kind, and sources of information needed; and creating and presenting a design. While composing their designs, students consider the various dimensions of a bridge: technical, political, legal, economic, aesthetic, environmental, but, most importantly, imaginative and philosophical. They also discuss bridges as metaphor, symbol, structure, form, function, and narrative. When the students visit a physical bridge, they consider two other factors as well: how the two linked sites function socially, economically, and aesthetically; and how the bridge functions as a metaphor, symbol, structure, and system. Possible topics for their projects include the bridge in relation to city architecture; the bridge as life span; or the biography as bridge.

In addition to an emphasis on design processes and group work, another important goal of the class is improved communication skills. Students respond to their assignments, followed by an in-class critique. When the students submit a written proposal of their idea, a map/drawing/model of their project, they also give a five-minute presentation, open to discussion.

The Cooper Union and Brooklyn Polytechnic University have been successful in combining their resources to offer an interdisciplinary program. Students need not have a background in science and math to take this class; all they need is an imagination and a willingness to learn.

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