Beyond Building: The Latent Lessons Obscured by Conventional Design-Build Pedagogy
Notice bibliographique
Résumé
The processes and productions common to academic design-build programs have been well documented in books and popular media over the past twenty-five years. (reference- list of examples/books). Through these texts, we have come to know the paradigm in terms of the focus on full-scale making, collaborative learning and community engagement exemplified by the work at Yale Building Studio, Rural Studio and Studio 804. A review of the current literature on ‘design-build’ educa¬tion reveals a bounty of images of students doing construction along with photos of the often-beautiful outcomes dominate the published material. The mytho-poetic power of aesthetic seduction overshadows the more banal minutia associated with budgeting, supply chain management, scheduling and legal con¬tract that equally define the reality of design-build teaching and learning. The novelty of the physical, full-scale ‘build’ along with the resultant products is celebrated as evidence of a return to a lost tradition of making. The same bias that privileges the initial act of construction and the end project obscures critical evaluation of the outcomes. We seldom ask if the projects succeeded beyond the scope of the academic studio just as we do not typically articulate the criteria by which we would evaluate success. Is it enough that the students learned something; or at least say they did? Is it success only evidenced by elegant photos and peer-reviewed awards? What happens after the ribbon cutting and the awards? What are the realities of these architectural projects for the people who occupy them after the students and faculty depart? Are the projects playing a positive role in the communities they intended to serve? What are the legacies these structures built by novice, (at best), student builders? In Architecture: the Story of Practice Dana Cuff challenges the academy by saying that, “…the nature of studio work must be revised to better prepare students for collaborative practice. Specifically, studio problems that require teams to solve them and studio problems that require negotiation with actual cli¬ents or consultants will help teach collaborative skills.”2 This paper seeks to expand the normative skill set associated with design-build to include long-term planning and assessment. Specifically, we will conduct a post-occupancy evaluation of three celebrated, (published and/or award winning), civic design-build projects from three different universities. The goal of the paper is not to reinforce or confirm the legitimacy of the individual projects or design-build education. Rather, the paper aims to foster deeper, more honest discourse on the impact(s) and the legacies these projects have on the community and environment while also addressing the challenges imposed by administrative and institutional structures within academia.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».