Urban Design Build: The Frederick Douglass Peace Park - Community-Based Learning Through Making

Abstract

By way of its uniquely concurrent practice + academic learning model, the Boston Architectural College (BAC) has begun a thriving tradition of community engagement through design. This paper uncovers how design/build formats -cast as a service-learning projects - have the potential to foster profound student learning opportunities, improve the urban environment through design engagement and community action, and inform architectural accreditation. Though exceptionally rewarding, the design/build model is not without challenges. The authors utilize their unique perspectives as design educators and community members to deliver both a narrative account and critical analysis for a case study of one such learning model. The Frederick Douglas Peace Park project, conducted in 2008 as part of the authors’ Urban Design Build (UDB) format is an example of a grassroots initiative met with the support of an institution of design education. The project revitalizes a neglected neighborhood by activating forgotten space - rebuilding a sense of community and creating a place of memorial for a much-revered American Civil Rights Activist. Emanating from Grichting’s neighborhood peace park, Sturgeon’s UDB project extended grassroots momentum to community event programming and served as a catalyst for additional reclamation projects: a string of public spaces and the rehabilitation of a community center once on the verge of being torn down and privatized.

Live projects: a mixed-methods exploration of existing scholarship

“…The geographic distribution of the reviewed literature skews heavily to North America, with over 55% of publications originating from the USA or Canada. This correlates with several papers that describe a rich and complex history of design-build education in this region (Foote, 2012; Grichting and Sturgeon, 2015; Middlebrook and Maines, 2016; Salama, 2015a; Mohareb and Maassarani, 2018; Nicholas and Oak, 2020; Riether, 2017; Tural, 2017; Gaber, 2014; Corroto, 2014; Harrison, 1998; Theodoropoulos, 2014; Livingston and Nelson, 2014).…”

“…Of the reviewed literature, 31% cited issues relating to personnel and relational dynamics, including reliance on engaged students, dedicated pedagogues, strong leadership, effective communication, and a wide variety of expertise. were cited as a barrier to successful projects (Farmer, 2013;Fowles, 1984;Trubiano et al, 2019;Corroto, 2014;Grichting & Sturgeon, 2015;Dubor et al, 2019). In many instances, this issue was embraced as a learning opportunity and became part of the project's DNA.…”

“…In this regard, an often-sighted issue with more traditional built-output live projects was the construction skill of participating students (Farmer, 2013(Farmer, , 2017Fowles, 1984;Trubiano et al, 2019;Corroto, 2014;Grichting and Sturgeon, 2015;Dubor et al, 2019). Instead, digital design studios advocate for a deeper understanding of the emerging digital fabrication technology and process (such as Computerised Numerical Control (CNC), plasma cutting, thermoforming and 3D printing).…”

“…With a higher percentage of built output live projects, student's construction skills and experience were cited as a barrier to successful projects (Farmer, 2013(Farmer, , 2017Fowles, 1984;Trubiano et al, 2019;Corroto, 2014;Grichting and Sturgeon, 2015;Dubor et al, 2019). In many instances, this issue was embraced as a learning opportunity and became part of the project's DNA.…”

“…In this regard, an often-sighted issue with more traditional built-output live projects was the construction skill of participating students (Farmer, 2013, 2017; Fowles, 1984; Trubiano et al. , 2019; Corroto, 2014; Grichting and Sturgeon, 2015; Dubor et al. , 2019).…”