Abstract

Exploiting the technology of geo-spatial mapping student designers can develop deep understandings of the rich and layered data of a spatial context, a situational understanding essential to responsible civic design. However the actions inherent in the construction of spatial data armatures can simultaneously be harnessed as creative strategies, in which mapping processes become the context for generative spatial play. The ambition of this study is to propose efficient pedagogic structures to help prepare civil and environmental student engineers to be not only strong participants, but leaders, in the design of the built environment. The interpretation of site data, mapped as a series of connected functions, is here described as a design potential, hidden in the discourse of landscape and articulated through mapping. This paper will explore tactics by which the agency of geo-spatial mapping can assist student-designers to uncover new research directions, develop embedded understandings of site and community, and search out imaginative interdisciplinary overlaps and new patterns of place-making.

Degree Date

Spring 2019

Document Type

Dissertation

Degree Name

Ph.D.

Department

Lyle School of Engineering, Applied Science

Advisor

Andrew Quicksall

Second Advisor

Mark Fontenot

Third Advisor

Ira Greenburg

Fourth Advisor

Jo Guldi

Fifth Advisor

Mark McCoy

Subject Area

Architecture, Civil Engineering, Education, Engineering, General/Other, Urban Planning

Number of Pages

138

Format

pdf

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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