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dc.contributor.advisorScott, Bethen_US
dc.contributor.advisorStoltz, Ronen_US
dc.contributor.advisorLivingston, Margareten_US
dc.contributor.authorWare, Charlie
dc.date.accessioned2013-05-16T02:07:46Z
dc.date.available2013-05-16T02:07:46Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/10150/291152
dc.description.abstractIt is common for the education of architecture and landscape architecture to separate the technical (build) from the design (studio). Another line of thought is that in a well-rounded education in architecture and landscape architecture, couples design with the act of construction. This allows for a healthy balance from conceptualization to construction, which in turn, may foster stronger, integrated design skills. Familiarization with the construction process from materials and construction methods to budgeting and project management offers increased experience and understanding and can foster confidence and assurance crucial to decision making throughout academic and professional careers. This process can also lead to innovation and expansion of theory in the field due to the physical implementation and testing of ideas and concepts. As a growing number of architectural graduates are beginning their career and thriving in the design-build sector, this model of education is to evolve as a cornerstone in the curriculum of an architecture or landscape architecture program. This thesis explores the history, theory, and implementation of design-build education in the field of architecture and landscape architecture. Furthermore, an analysis is to be conducted on present day curriculum standards and previously conducted student and post-graduate surveys, as well as student and professional interviews. Based on research and reflections, a curriculum for a design-build studio within a school of landscape architecture is developed.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the College of Architecture, Planning, and Landscape Architecture, and the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author or the department.en_US
dc.titleDesign-Build: A Cornerstone in the Education of Landscape Architectureen_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineLandscape Architectureen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.nameMLAen_US
dc.description.collectioninformationThis item is part of the College of Architecture, Planning, and Landscape Architecture Master's Theses and Reports collections. For more information about items in this collection, please contact the UA Campus Repository at repository@u.library.arizona.edu.en_US
refterms.dateFOA2018-05-17T21:21:11Z
html.description.abstractIt is common for the education of architecture and landscape architecture to separate the technical (build) from the design (studio). Another line of thought is that in a well-rounded education in architecture and landscape architecture, couples design with the act of construction. This allows for a healthy balance from conceptualization to construction, which in turn, may foster stronger, integrated design skills. Familiarization with the construction process from materials and construction methods to budgeting and project management offers increased experience and understanding and can foster confidence and assurance crucial to decision making throughout academic and professional careers. This process can also lead to innovation and expansion of theory in the field due to the physical implementation and testing of ideas and concepts. As a growing number of architectural graduates are beginning their career and thriving in the design-build sector, this model of education is to evolve as a cornerstone in the curriculum of an architecture or landscape architecture program. This thesis explores the history, theory, and implementation of design-build education in the field of architecture and landscape architecture. Furthermore, an analysis is to be conducted on present day curriculum standards and previously conducted student and post-graduate surveys, as well as student and professional interviews. Based on research and reflections, a curriculum for a design-build studio within a school of landscape architecture is developed.


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