Designbuild Education

Designbuild Education adopts the intellectual framework of American Pragmatism, which is a theory of action, to investigate architects’ compelling urge to build and how that manifests in collegiate designbuild programs. Organized into four themes—people, poetics, process, and practice—the book brings together new essays by some of today’s most well-known designbuild educators, including Andrew Freear from Rural Studio and Dan Rockhill from Studio 804, to shed light on the theoretical dimensions of their practice and work. Illustrated with over 100 black and white images.

The Design-Build Studio examines sixteen international community driven design-build case studies through process and product, with preceding chapters on community involvement, digital and handcraft methodologies and a graphic Time Map. Together these projects serve as a field guide to the current trends in academic design-build studios, a window into the different processes and methodologies being taught and realized today. Design-build supports the idea that building, making and designing are intrinsic to each other: knowledge of one strengthens and informs the expression of the other. Hands-on learning through the act of building what you design translates theories and ideas into real world experience. The work chronicled in this book reveals how this type of applied knowledge grounds us in the physicality of the world in which we live.

This book is designed to be of interest to many different audiences due to its cross-sectoral and transdisciplinary content. It will appeal to those within architectural higher education as well as to spatial practitioners, students, civic and governmental organizations engaged in socio-spatial projects. The book is (1) an academic source of critical and practice-driven knowledge on experiential architectural design learning, (2) provides methods for other ways of learning in the form of design-build and live projects and (3) offers design inspiration for community-engaged spatial practices relevant to both educators and practising architects and designers.

Die von der Sto-Stiftung unterstützte Buchreihe „DesignBuild REFLECT" beleuchtet theoriebildende und projektübergreifende Fragestellungen der Lehr- und Lernmethode „DesignBuild“. Als erstes der auf vier Bücher angelegten Reihe ist nun „DesignBuild_joint perspectives“ erschienen. In diesem Buch erörtern die Autorinnen und Autoren eine gemeinsame DesignBuild-Hypothese anhand des Spannungsfeldes zwischen gesellschaftlicher Transformation, Architekturausbildung und -produktion. An der Schnittstelle zwischen akademischem und nicht-akademischem Umfeld verknüpfen DesignBuild-Projekte ganz verschiedene Sichtweisen: Sie verbinden Elfenbeinturm mit Baustelle, CAD-Zeichenprogramm mit Kreissäge, Studierende mit nicht-universitären Kollaborationspartnerinnen und Kollaborationspartnern. Sie agieren im Spannungsfeld von Praxis, Forschung und Lehre. Vor diesem Hintergrund legt das Publikationsprojekt DesignBuild_joint perspectives seinen Fokus auf eine kollektive Reflektion über DesignBuild als Methode in der Architekturausbildung durch zwei der zentralen Akteurinnen und Akteure: Lehrende und Lernende. Das Buch beleuchtet die persönliche und geschichtliche Bedeutung von DesignBuild sowie die Herausforderungen, die sich für die Autorinnen und Autoren aus Intention und Realität ergeben. Basierend auf den Arbeiten und ausgehend von den Betrachtungsebenen der Verfassenden – als Studierende beziehungsweise Lehrende – erarbeitet das Team eine „joint perspective“, also eine gemeinsame Perspektive. In ihrem Buch erörtern die Autorinnen und Autoren eine gemeinsame DesignBuild-Hypothese anhand des Spannungsfeldes zwischen gesellschaftlicher Transformation, Architekturausbildung und -produktion, in dem DesignBuild agiert, und übersetzen sie in eine joint-perspective-Matrix.

This book addresses the importance of human factors in optimizing the learning and training process. It reports on the latest research and best practices relating to the application of behavioral and cognitive science, and new technologies in the design of instructional and training content. It proposes innovative strategies for improving the learning and training experience and outcomes in different contexts, including lower and higher education, and different industry sectors. A special emphasis is given to digital and distance learning, gamification, and virtual training. Gathering contributions to the AHFE 2021 Conference on Human Factors in Training, Education, and Learning Sciences, held virtually on July 25-29, 2021, from USA, this book offers extensive information and a thought-provoking guide for both researchers and practitioners in the field of education and training.

Design education in architecture and allied disciplines is the cornerstone of design professions that contribute to shaping the built environment of the future. In this book, design education is dealt with as a paradigm whose evolutionary processes, underpinning theories, contents, methods, tools, are questioned and critically examined. It features a comprehensive discussion on design education with a focus on the design studio as the backbone of that education and the main forum for creative exploration and interaction, and for knowledge acquisition, assimilation, and reproduction. Through international and regional surveys, the striking qualities of design pedagogy, contemporary professional challenges and the associated sociocultural and environmental needs are identified. Building on twenty-five years of research and explorations into design pedagogy in architecture and urban design, this book authoritatively offers a critical analysis of a continuously evolving profession, its associated societal processes and the way in which design education reacts to their demands. Matters that pertain to traditional pedagogy, its characteristics and the reactions developed against it in the form of pioneering alternative studio teaching practices. Advances in design approaches and methods are debated including critical inquiry, empirical making, process-based learning, and Community Design, Design-Build, and Live Project Studios. Innovative teaching practices in lecture-based and introductory design courses are identified and characterized including inquiry-based, active and experiential learning. These investigations are all interwoven to elucidate a comprehensive understanding of contemporary design education in architecture and allied disciplines. A wide spectrum of teaching approaches and methods is utilized to reveal a theory of a ’trans-critical’ pedagogy that is conceptualized to shape a futuristic thinking about design teaching. Lessons learned from techniques

This guide is intended to supply state highway agencies with strategies and methods for successful design-build implementation, including the preparation of requests for qualifications (RFQ) and requests for proposals (RFP) and the selection of a qualified proposer. It is based on best practices from experienced state highway agencies and other public sector agencies. Topics include understanding design-build, developing a design-build program, defining project goals, and allocating project risks. Over fifty contractual provision examples are provided.