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.
About This Series—William Zeisel Introduction. The Pedagogy of Engagement—Anthony W. Schuman Part 1. Designing and Implementing Service-Learning in Architecture and Planning Education A Core Commitment to Service-Learning. Bridging Planning Theory and Practice—Lorlene M. Hoyt Institutional Support for Community-Based; Architecture and Planning Outreach Scholarship at Auburn University—Sharon Gaber and Daniel Bennett Where Do We Go from Here? An Evaluative; Framework for Community-Based Design—Michael Rios Part 2. Course Narratives Research as Ethical Practice. When Academic Goals Align with Community Needs—Mary C. Hardin Achieving Large-Scale Community Development Projects in a Teaching University—Hollie M. Lund and Gwen Urey Sore Shoulders, Bruised Ethics; The Unintended Lessons of Design-Build—Scott Wing Multiplying Knowledge. Service-Learning x Activism = Community Scholars—Jacqueline Leavitt and Kara Heffernan Beyond Boundaries, Weaving Connections. Reflections on the American Indian Housing Initiative—David Riley, Michael Rios, Scott Wing, and Beth Workman Shifting Ground. Design as Civic Action and; Community Building—Paula Horrigan Service-Learning as a Holistic Inquiry and Community Outreach Studios—Joongsub Kim and James Abernethy Reflection and Reciprocity in Interdisciplinary; Design Service-Learning—Keith Diaz Moore and David Wang Service-Learning in Texas Colonias—Anne Beamish The Electric Greening of North Hollywood. A Case Study in Environmental Design Education Through Service-Learning—Julie A. Dercle Funded Planning and Design Studios. The Master of Infrastructure Planning Program at NJIT’s New Jersey School of Architecture—Darius Sollohub Community Life and Places of Death—Umit Yilmaz and Daniel J. Nadenicek Contributors
"A dozen essays by American academics describe how they have used service learning pedagogy in their urban plannin and architecture courses. Several more contributiors look at broader issues, such as institution support for community-baed architecture and integration of planning theory and ptractice. Together, they identify some successful service learning practices while pointing out some commonly encountered obstacles."
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