Study Architecture 
ProPEL 
Author(s): Ashley Tannebaum, Rashmimala Ramaswamy, Shaunta Butler & Zachery Lemel
While traditional architect-client relationships prioritize needs of the owner over broader community impacts, a growing movement in design education recognizes and addresses the members of our communities who disproportionately cannot advocate for their own well-being1,2. Many programs have made noteworthy attempts to repair this gap through design education, connecting students with communities through studio courses late in their studies, once they have honed a range of design skills3. This paper details restructuring this pedagogical approach by introducing students to community engagement within their first year of design school, thus bringing community to the forefront of the learning experience (Figure 1). Building early literacy in community engagement skills empowers students to deepen their knowledge throughout their later coursework and work-based learning4. We believe embedding this framework of testing then applying discrete skills related to community engagement early in a students’ design education to be replicable in a range of design education settings.
https://doi.org/10.35483/ACSA.AM.113.52
Volume Editors
Sara Jensen Carr & Rubén García Rubio
ISBN
978-1-944214-48-7
