The Issue of Scale

This paper explores the value of better understanding the particular issue of Scale in design-build and the affects with regard to pedagogy. Drawing upon best practices realized through numerous nationally recognized personally coordinated design-build or design/construct courses, as referred to herein, this paper considers how The Issue of Scale may be wielded as the operable parameter for the design and the undertaking of a design/construct course. The catalyst of this inquiry is the question: How might one Scale the collaborations, tasks, durations, student roles, and general unfolding of the project to ensure all students learn and not just work. Assuming an institution is reliant upon clients “bringing” a design/construct project to the program the result is often a set of parameters, if not mandates, with regard to the scale of the undertaking. Commitments inclusive of faculty efforts, institutional support, cross-disciplinary collaboration, and so forth are often a component of the projects negotiated award and in so doing the faculty involved may be tethered by these obligations. Additionally, a consequence of scale is the likely dictation of a particular type or level of student preparation necessary to assume the project. While always interesting and educational (to varying degrees) this model generally leads pedagogies to be subservient of project scale. This paper proposes a case study of an interdisciplinary design/construct team approach illustrating how one institution is addressing The Issue of Scale. Concepts for work sharing, co-working, and how they, as a methodology for pedagogical and project design, engage Lev Vygotsky’s Zone of Proximal Development1. Special focus will be given to the matter of meta-lessons. A term developed to describe the intangible or ill-defined lessons learned during a design/construct course. Construction management issues such as coordination, scheduling, and material supply management are fused with design resulting in a direct feedback loop in the design and tectonic resolution process. The resulting fusion is considered as a critical intent. Iteratively developed methods for illustrating or scaling-up these “fusion activities” will be elaborated upon within the paper.Just as paper-based projects have been developed in accordance to an understanding of what scale of project a student is able to manage this paper documents how Design/Construct projects may also be scaled to afford a greater degree of student engagement and learning. Berk, L & Winsler, A. (1995). “Vygotsky: His life and works” and “Vygotsky’s approach to development”. In Scaffolding children’s learning: Vygotsky and early childhood learning. Natl. Assoc for Educ. Of Young Children. p. 24

Volume Editors
Sergio Palleroni, Ted Cavanagh & Ursula Hartig

ISBN
978-0-935502-94-7