Exploring the evolution of design-build courses in architectural schools: A qualitative study

This study explored the growth and significance of a series of architecture courses categorized as "Design-build" -- hands-on courses that teach students how to design and construct -- at a number of NAAB accredited architectural schools in the US. The element of Design-build has evolved since the formalization of architecture education and the number of schools offering the course continues to expand. The significance of the Design-build courses in enhancing the value of architecture education is supported by the emerging themes derived from the perception of the participants in this study.;The methodology for this study was based on exploratory qualitative research methods, examining three aspects of the Design-build course--the schools' curricula, the participants' perceptions and the instructors' perceptions. Design-build courses at sixteen institutions were studied, compared and contrasted.;This research found: 1) the courses were started by Design-build advocates who believed that teaching students construction skills added relevant value to traditional studio design; 2) the participants perceived a significant value in terms of practical knowledge and identified emerging themes relating design principles to real life building issues; and 3) the relevance of the Design-build experience to the administrative and organizational realities of the practicing architect.;Addressed in this study were the many benefits derived from Design-build learning, perceived as informing and enriching the value of architectural education, the variety of teaching approaches and pedagogies, and participants' expectations in Design-build courses. Results from this study demonstrate that the Design-build concept is highly relevant to architectural education.;Recommendations indicate a need for architecture programs to be alert to the challenges that are faced in integrating Design-build courses into a university or college architectural curriculum.