SHAREOK Repository
Not a member yet
49261 research outputs found
Sort by
OU SHAREOK Proxy Licensing Agreement
No full textThose uploading work to SHAREOK on behalf of others must have written permission from the author(s) granting a license via the SHAREOK Proxy Licensing Agreement. This written permission will be uploaded with its associated file(s) and hidden from public view. For additional information see the “Student Work in SHAREOK” section of SHAREOK Institutional Repository: OU Policies and Guidelines at https://shareok.org/handle/11244/330071; however, this Proxy Licensing Agreement is not limited to student work
Rural Studio and the Front Porch Initiative: The Opportunities and Challenges of Place-Based Research
Get PDFThis paper was presented at the 2020 Schools of Thought Conference hosted by the Christopher C. Gibbs College of Architecture at the University of Oklahoma.Harnessing the applied student research developed through design-build projects at Auburn University Rural Studio, the Front Porch Initiative aims to develop a scalable, sustainable, and resilient process for delivering homes in underserved rural communities. Student research forms the basis for the Initiative’s work, which extends its reach and impact through collaboration with housing providers and policymakers. A unique process of prototype home development and versioning of the homes engages students in the research of home affordability at different points in their architectural education. Graduate students undertake a comprehensive project: designing, developing, and ultimately building a prototype home for a local client in Rural Studio’s West Alabama service area. Third-year undergraduate students then utilize those prototypes for in-depth study and development of a specific topic related to contemporary issues in housing, such as accessibility, energy performance, material research, or emerging building technologies. Faculty working through the Front Porch Initiative can synthesize that information and deliver it as products to housing providers outside of Rural Studio’s service area. Currently, student research is driven by the particular demands of creating housing in the rural communities of West Alabama. This provides students the opportunity to deeply investigate and respond to local conditions, a key component of Rural Studio’s teaching pedagogy. However, as the Front Porch Initiative continues to expand the geographic, climatic, and sociocultural footprint of the housing research, Rural Studio faces new and different challenges and opportunities presented by other localities. As the Studio moves forward, it works to better understand how the local and particular can inform a broader conversation on rural housing while educating the next generation of citizen architects.Ye
Coalition Building and Discomfort as Pedagogical Strategies
Get PDFThis paper was presented at the 2020 Schools of Thought Conference hosted by the Christopher C. Gibbs College of Architecture at the University of Oklahoma.Innovative design solutions come from inclusive and diverse design teams (Page 2008). In this paper, I reflect on how such insights can be used in developing pedagogical approaches that use coalition building, knowledge translation between disciplines, and pedagogies of discomfort to foreground implicit biases impacting architectural practice and education. Based on interviews with educators thinking about the built environment, as well as Kevin Kumashiro’s (2002) anti-oppressive education framework and Megan Boler’s (1999) notion of a pedagogy of discomfort, and building on examples from queer and feminist educators, I suggest in this paper that the disruptive use of feelings and emotions in architectural education can prepare students for more collaborative and inclusive practices. Such discussions allow students to understand the impact of biases but also to think about tools to acknowledge and challenge inequity in the design of the built environment and in the design professions themselves. Cross-disciplinary collaboration, at both the students and the educators level, can also create opportunities for coalition building, particularly in contexts where a limited number of faculty are explicitly discussing race, gender, disability, class, sexuality, or ethnicity in their teaching. Faculty members with diverse individual self-identifications can multiply their impact by working together to tackle the intersecting ways in which minoritized experiences are pushed aside in mainstream architecture discourses and education. They can also foreground their combined experiences as positive role models to create a constructive learning environment to address these issues, both within universities and directly in the community.Research for this project was funded in part through a postdoctoral fellowship from the Fonds de recherche du Québec—Société et culture,under Grant [198091].Ye
