Abstract
The benefits and constraints of the design/build learning model as developed for landscape architecture curriculum at the University of Washington are described. Design/build projects integrate design, construction and professional practice and address concerns of landscape educators and professionals for preparing students for practice. Projects have focused on ecological, social and health issues in under-served communities. Students are immersed in the community design process and challenged to work as a team, to plan and communicate design responsively. Design and construction are synthesized in the principle that a linking of thinking and making is fundamental to good design. Students are encouraged to test and explore traditional and non-traditional materials and construction processes. Constraints include a condensed schedule for completing projects. As a service learning model, the University sees beneficial community relations. Examples include a public wash facility using harvested rainwater, a garden for children infected with AIDS, a healing garden for a cancer support facility and an adopt-a-park for an inner city community in Seattle, Washington. An outline of the process, a typical schedule, results of a student survey and funding sources are given.
This article requires a subscription to view the full text. If you have a subscription you may use the login form below to view the article. Access to this article can also be purchased.
