1 option
From the studio to the streets : service-learning in planning and architecture / Mary C. Hardin, Richard A. Eribes, and Corky Poster, volume editors.
- Format:
- Book
- Series:
- AAHE's series on service-learning in the disciplines.
- AAHE's Series on Service-Learning in the Disciplines
- Language:
- English
- Subjects (All):
- Architecture--Study and teaching (Higher)--Social aspects--United States.
- Architecture.
- Community and college--United States.
- Community and college.
- Service learning--United States.
- Service learning.
- Physical Description:
- 1 online resource (241 pages).
- Edition:
- 1st ed.
- Place of Publication:
- Sterling, Virginia : Stylus : Campus Compact, 2006.
- Summary:
- Architecture should be the ideal field of study for applying to service learning since it requires mastery of theoretical concepts for direct application to human situations and needs. Though architecture has long fostered learning by doing, it is only recently that the field's hands-on aspects have been subjected to more systematic appraisal. This book is the first book to make a formal connection between service learning pedagogy and architectural practice, and to address the related issues, both professional and ethical.This book looks equally at the emergence in the sixties of planning departments out of schools of architecture, and at planning's shift in orientation away from "master planning, " elite designers, and signature buildings to the mainstream acceptance of neighborhood-based planning and socially engaged practice. This turn has led to far more widespread adoption of service learning in planning programs.The chapters in this book illustrate how service learning can be used to develop a wide range of professional skills in students, including land use and building condition surveys, zoning analysis, demographic analysis, cost estimating, public presentation, site planning, urban design, participatory design processes, public workshops, and design charrettes as well as measured drawings of existing buildings.The author demonstrates how community design programs are more than service activities; and how they can be models of interdisciplinary teamwork, often involving planners, urban designers, and landscape architects as well as scholars and researchers from related fields.The essays in this book offer insights into both successful initiatives and roadblocks along the way and address the practicalities of the use of this powerful pedagogy.
- Contents:
- Cover
- Title Page
- Acknowledgments
- Copyright Page
- Table of Contents
- About This Series
- Introduction: The Pedagogy of Engagement
- Part 1: Designing and Implementing Service-Learning in Architecture and Planning Education
- A Core Commitment to Service-Learning: Bridging Planning Theory and Practice
- Institutional Support for Community-Based Architecture and Planning Outreach Scholarship at Auburn University
- Where Do We Go from Here? An Evaluative Framework for Community-Based Design
- Part 2: Course Narratives
- Research as Ethical Practice: When Academic Goals Align with Community Needs
- Achieving Large-Scale Community Development Projects in a Teaching University
- Sore Shoulders, Bruised Ethics: The Unintended Lessons of Design-Build
- Multiplying Knowledge: Service-Learning x Activism = Community Scholars
- Beyond Boundaries, Weaving Connections: Reflections on the American Indian Housing Initiative
- Shifting Ground: Design as Civic Action and Community Building
- Service-Learning as a Holistic Inquiry and Community Outreach Studios
- Reflection and Reciprocity in Interdisciplinary Design Service-Learning
- Service-Learning in Texas Colonias
- The Electric Greening of North Hollywood: A Case Study in Environmental Design Education Through Service-Learning
- Funded Planning and Design Studios: The Master of Infrastructure Planning Program at NJIT's New Jersey School of Architecture
- Community Life and Places of Death
- Contributors.
- Notes:
- Description based on print version record.
- Includes bibliographical references.
- ISBN:
- 9781620360316
- 1620360314
- OCLC:
- 945135920
The Penn Libraries is committed to describing library materials using current, accurate, and responsible language. If you discover outdated or inaccurate language, please fill out this feedback form to report it and suggest alternative language.