This collection of case studies by design educators critically explores the current practice of service-learning in architecture, landscape design, and urban planning, radically revising the standard protocol for university-initiated design and planning projects in the community. The authors' lively examination of real-life community collaborations forms a pedagogical framework for educators, professionals, and students alike, offering guidelines for a generative and inclusive collaborative design process.
Includes contributions by the leading practitioners of service-learning in the design professions, including Daniel Winterbottom and Michael Rios.
Service-Learning in Design and Planning
Educating at the Boundaries
Keith Bartholomew, Amanda M. Beer, Peter Butler, Linda Corkery, Pat Crawford, Lynne M. Dearborn, Susan Erickson, Susan C. Harris, Sally Harrison, AIA, Jeffrey Hou, Clara Irazábal, Paul Kelsch, Zenia Kotval, Laura Lawson, Mira Locher, Patricia Machemer, Paul V. Poteat, Ann Quinlan, Jodi Rios, Michael Rios, Joseph Schilling, Lynda Schneekloth, Scott Shannon, Lisa B. Spanierman, Jack Sullivan, Daniel Winterbottom
BISAC Subject Heading
SOC000000 SOCIAL SCIENCE / General
ARC013000 ARCHITECTURE / Study & Teaching
ARC010000 ARCHITECTURE / Urban & Land Use Planning
Electre Audience Codes France
06 Professional and scholarly
Undergraduate and graduate programs in architecture, urban design, landscape architecture, urban studies and urban planning, including faculty and students; Professional associations in the above areas (ASLA, AIA, APA)
Title First Published
15 November 2011
Nb of pages
320 p. Index . Appendices .
10 December 2011
Main content page count 320
illustrations, black & white
6 x 9 x 0.8 in.
Preface and Acknowledgments
Introduction—At the Boundaries: The Shifting Sites of Service-Learning in Design and Planning
Tom Angotti, Cheryl Doble, and Paula Horrigan
Part One: Beginning to See "the Other"
1. Uncovering the Human Landscape in North Philadelphia
2. Reconsidering the Margin: Relationships of Difference and Transformative Education
3. Differences Matter: Learning to Design in Partnership with Others
4. Educating for Multicultural Learning: Revelations from the East St. Louis Design Studio
Laura Lawson, Lisa B. Spanierman, V. Paul Poteat, and Amanda M. Beer
5. People and Place: Communication and Community Development
Keith Bartholomew and Mira Locher
Part Two: Learning to Reflect and Evaluate
6. Transforming Subjectivities: Service that Expands Learning in Urban Planning
Susan C. Harris and Clara Irazábal
7. Operative Sites for Dialogue and Reflection: The Role of Praxis in Service-Learning
8. Potential and Limits of the PLaCE Program's Design Extension Studio Model
Peter Butler and Susan Erickson
9. Moving from Service-Learning to Professional Practice: ESLARP's Impact on Its Alumni
Lynne M. Dearborn
Part Three: Crossing Borders
10. Easing Boundaries through Placemaking: Sustainable Futures Study Abroad Program
Lynda Schneekloth and Scott Shannon
11. Effecting Change through Humanitarian Design
Part Four: Confronting Academic Boundaries
12. From Boundaries to Synergies of Knowledge and Expertise: Using Pedagogy as a Driving Force for Change
Pat Crawford, Zenia Kotval, and Patricia Machemer
13. Integrating Disciplines, Practices, and Perspectives in the Commonwealth Avenue Project
Paul Kelsch and Joseph Schilling
14. Forging Lasting Community Impacts and Linkages through the Capstone Community Design Studio
15. Toward a Scholarship of Engagement: A Model from Australia
Linda Corkery and Ann Quinlan
Uncovering the Human Landscape in North Philadelphia
Sally Harrison, Temple University
Every culture proliferates along its margins … Bubbling out of swamps and bogs, a thousand flashes at once scintillate and are extinguished all over the surface of a society. In the official imaginary, they are noted only as exceptions or marginal events … In reality, creation is a disseminated proliferation. It swarms and throbs. A polymorphous carnival infiltrates everywhere… —Michel de Certeau
The time is ripe for advancing a solid service-learning pedagogy in architecture, landscape architecture, and planning. Over several decades of innovation, experimentation, and trial and error, each of these design disciplines has spawned new and critical theory, linking professional work and social change. The wisdom of the twenty-nine leaders in service-learning within this volume provides a collective leap forward that benefits us all—students, teachers, designers, and the general public.
- Bryan Bell
An invaluable new resource for faculty engaged in interdisciplinary action research aimed at building more vibrant, sustainable, and just neighborhoods, communities, and regions through inspired physical design.
- Kenneth M. Reardon, Professor and Director of the Graduate Program in City and Regional Planning, University of Memphis
An impressive collection on an important topic. Crossing design and planning, this engaging volume brings together a number of different approaches to service-learning—theoretically, by field, and in the scale of the activities in space and time. This makes it useful and important reading for both those starting off in the field of community-based education and old hands interested in critically reflecting on their past practice.
- Ann Forsyth, Professor of City and Regional Planning, Cornell University
This collection has its roots in the ideas of education theorists such as Dewey, Bruner, and Freire, all of whom advocate for the importance of experiential learning. The authors individually and collectively advance the idea of service-learning to community participation and social action. Consequently, this book not only challenges conventional thinking about education and practice but also illustrates a variety of successful off-the-shelf approaches. Design and planning educators and practitioners will find it to be a valuable companion in support of identifying directions for the future.
- Henry Sanoff, Professor Emeritus of Architecture, ACSA/Alumni Distinguished Professor, North Carolina State University
International Planning Studies
Jul 12, 2012
This is a book primarily for educators of planners rather than students. Planners and others outside the academy who are already partners in service-learning, or are contemplating it, will also find much of interest. The book consists of 16 chapters, including an introduction. The 15 substantive chapters are mostly case studies, and even those which are not case studies are still based on direct experience of service-learning. Only one relates to teaching in a university outside the USA, but to put it in a way which might well please the editors, the experiences and discussions described in the other chapters certainly cross national boundaries. The experiences drawn upon involve teaching in landscape design and architecture, as well as planning, but again that is not a barrier to lessons being learned by those involved solely in planning education. The amount of detail offered about the service-learning experiences on which authors draw varies a great deal. In some chapters we are given blow-by-blow accounts of what happened and why, along with student and other voices; in others, we are given summaries of the service-learning, and the authorial judgement has to be taken pretty much on trust. Generally, this does not matter — these different kinds of accounts often have different things to teach us, and do so in appropriately different ways.
- Huw Thomas, School of City and Regional Planning, Cardiff University
The Midwest Book Review
Apr 10, 2012
More people understanding how it all works means more people can help bring it all together. Service-Learning in Design and Planning: Educating at the Boundaries
seeks to expand the knowledge of urban planning and architecture within communities, studying elements from around the world and how they can be applied locally and lead to a more inclusive plan for the communities of tomorrow. Service-Learning in Design and Planning
is an informative and much recommended read for those who want to understand the importance of a communities wishes in preparing for its future.
Journal of Global Citizenship & Equity Education
This book makes a valuable contribution to the field by discussing and showcasing a number of service-learning programs and models that an academic could use in developing their own programs and partnerships. It is an exciting addition to the field of service-learning and a very great resource for any academic developing a service-learning program as part of their curriculum. Students, researchers and community partners in the field of service-learning will find the information very useful.
- Eva Aboagye
This collection of case studies critically explores the current practice of community-engaged learning in architecture, landscape design, and urban planning and forms a pedagogical framework for design educators.
- Spring 2012
On Friday, April 13, 2012, editors Tom Angotti and Paula Horrigan and chapter authors Sally Harrison and Clara Irazábal sat down with the Van Alen Institute to discuss the role of community-based projects in design education by exploring some of the case studies in Service-Learning in Design and Planning: Educating at the Boundaries
Apr 20, 2012