Educational design/build (e-d/b) curricula in university-level professional schools of architecture have flourished in recent years, internationally, as new programs are launched and the volume of built work increases dramatically. This growing body of built work, however, has typically not been subjected to rigorous behavioral assessment from the standpoint of what is actually built, as experienced through the eyes of user-recipients in the everyday milieu. The lack of rigor in this aspect of assessing the efficacy of what gets built continues to hinder evidence-based academic scholarship on this subject.
An interdisciplinary research initiative titled Thinking While Doing, spanning the years 2013–2019, centered on exploring the inner profundities of e-d/b. As part of a multifaceted project involving seven universities in Canada and the United States, behaviorally focused post-occupancy assessments were conducted of three open-air pavilion structures from the viewpoint of 161 respondents' impressions, degree of satisfaction and everyday uses.
Functionality, community context, materiality and aesthetic factors were among the set of variables analyzed. Among the results, the three open air pavilions were viewed as tectonically sound and aesthetically iconic and were considered to be valued additions to their immediate physical contexts and local community.
Study limitations and directions for future research are discussed.
Student learning objectives in relation to the design intent of the built structures are highlighted.
This evidence-based design research empowers stakeholders seeking campus-community partnership opportunities.
This is the first comparative, behaviorally focused appraisal of its type from the perspective of everyday user-recipients in the realm of e-d/b.
