The Campus Landscape as Laboratory

Abstract

This case study evaluates the Landscape Lab, a design-build studio and the courtyard where it is taught, at the University of California, Davis. A qualitative methods approach was used to evaluate opportunities and challenges in implementing the design-build model. Issues emerging from prior research on experiential learning were reviewed. An analysis of the pedagogical benefits, programmatic incorporation, and university institutionalization of design-build learning experience and space was undertaken, along with a discussion placing those results in the context of the established literature. Results from the case study demonstrate the need for a design-build educational model to be integrated across multiple scales in the university environment to succeed. Specifically, findings reaffirmed previously explored pedagogical benefits and introduced novel ones, including experiencing design as an iterative process, understanding real-world applicability, developing an understanding and respect for construction and maintenance factors, and building a sense of pride and ownership. At the programmatic level, the design-build model was shown to be an effective means for integrating teaching, research, and outreach in the university setting, and it contributed to building a sense of community. Last, integrating a designbuild program at the institutional scale was determined to be a critical component of its ultimate success and longevity