There is a dichotomy to the business of educating architects. While the real world profession is a collaborative field, one in which projects of even the largest and most publicly-acclaimed offices are team-led initiatives, the study of architecture is often insular, myopic, and devoid of such partnerships. Certainly there is a benefit to this style of teaching - it builds confidence for one thing - but it is troubling to think that in a socially-oriented and practically-minded field like architecture, there can be such major disconnects between the process of designing and the act of building. As many critics of current architectural education have pointed out, incorporating design-build projects into school curriculums is a pragmatic solution oriented towards correcting such imbalances.
University of Kansas, The Forum at Marvin Hall, 2014. Image © James Ewing Photography

There is a dichotomy to the business of educating architects. While the real world profession is a collaborative field, one in which projects of even the largest and most publicly-acclaimed offices are team-led initiatives, the study of architecture is often insular, myopic, and devoid of such partnerships. Certainly there is a benefit to this style of teaching - it builds confidence for one thing - but it is troubling to think that in a socially-oriented and practically-minded field like architecture, there can be such major disconnects between the process of designing and the act of buil...