harvard public interest design training

W W W . P U B L I C I N T E R E S T D E S I G N . C O M

P ublic I nterest D esign I nst i tu te

HARVARD GSD EXECUTIVE EDUCATION - JULY 24+25, 2012

Public Interest Design Training Harvard GSD Executive Education

CONTENTS

INTRODUCTION......................................................................................1

CASE STUDIES.......................................................................................7

THE SEED EVALUATOR.........................................................................9

TRAINERS’ PROFILES...........................................................................13

Lisa Abendroth Professor of Communication Design at Metropolitan State College of Denver

Bryan Bell Founder & Executive Director of Design Corps

Brent Brown Founder of bcWorkshop

David Perkes Director of Gulf Coast Community Design Studio

Lakshmi Ramarajan Assistant Professor in the Harvard Business School

Phil Szostak Principal at Philip Szostak Associates

Barbara Wilson Director of University of Texas’ Center for Sustainable Development

HUFFINGTON POST, MAY 2012 ...........................................................16 SEEDing a New Kind of STEM By: Thomas Fisher

GOOD MAGAZINE, DECEMBER 2011 .................................................17 A New Architectural Standard for Sustainable-minded Companies By: John Cary

ARCHITECTURAL RECORD, MARCH 2012........................................ 19 Does “Doing Good” Pay the Bills? By: C.J. Hughes

ARCHITECT MAGAZINE, MARCH 2011................................................22 AIA 2011 Latrobe Prize Given for “Public Interest Practices” Study By: Edward Keegan

CONTENTS


Public Interest Design documented in exhibits such as MoMA’s Small Scale, Big Change and publications like Design Like You Give Damn. The projects in this sector are unlike traditional practice in critical

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*2011 Survey conducted in July by Bryan Bell and Dasha Ortenberg with support from the Harvard Loeb Fellowship and supportive funding from The College of Fellows of the American Institute of Architects, with assistance provide by the AIA and the Harvard Institute for Qualitative Social Science.

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Bryan Bell

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The Design Corps Fellows and Rose Fellows programs were initiated in 2000 to train recent architecture graduates with

In 2000, the annual Structures for Inclusion

exhibits began to illustrate the design work being done beyond the community design centers -- which had greatly de-creased in numbers since their peak in the seventies.

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Publications have included:Good Neighbors, Affordable Family Housing

Good Deeds, Good Design: Community Service through Architecture(November 1, 2003)Studio at Large: Architecture in Service of Global Communities

Design Like You Give a Damn: Architectural Responses to Humanitarian Crises -tropolis Books (January 15, 2006)Expanding Architecture, Design as ActivismDesign Revolution: 100 Products That Empower PeoplePower of Pro Bono

PUBLIC INTEREST DESIGN & SEED

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Design for the Other 90% --

with the exhibit Small Scale, Big Change

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Neither LEED nor evidence based design considered the relationship between design and social and economic chal--

ence organized by the Harvard Loeb Fellowship, entitled Expanding Architecture, Design as Activism. The SEED Network

Social, Economic, Environmental Design Mission: Every person should be able to live in a socially, economically and environmentally healthy community.

Social, Economic, Environmental Design Principles:

and social identities.

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greater transparency and accountability, and allows tracking a project through its entirety.

4INTRODUCTION


THE PUBLIC INTEREST DESIGN TRAINING

actively engaged in community-based design.

public interest design.

Tools : the SEED Network & the SEED Evaluator

represented over 100 organizations, design advocates, and social activists. Their goal was to evaluate the existing social,

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interest design. As a tool to measure results, the evaluator provides greater transparency and accountability in design projects.

Learning ObjectivesFinding new clients

Leveraging other partners and assets to address project challengesMaximizing a project’s positive impact on a communityMeasuring social, economic, and environmental impact on communities

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answers, the presentations should recognize that all have valuable expertise to contribute to the learning process.

-ees experience the decision making themselves.

Tell me, I forget. Show me, I might remember. Involve me and I will understand.

and white answers in reality, and most dilemmas can be solved in multiple CREATIVE ways. The attendees use their own

it recognizes that ideas are contributing assets, and that an open discussion allows possibilities to be vetted and ap-proved. Unlike the top-down approach to design, the asset based method makes better listeners.

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What is the gist, the main challenge? Who are the stakeholders, partners? What are the social economic and environmental issues?

What was the solution? How did it work? How will it be measured?

Treat discussion as a debate: what has been said and what can you add?

Delivery – lead with insight then support

Respond to other students

Be selective about raising your hand

SEED CASE METHOD

INTRODUCTION 6

Public Interest Design Training Harvard GSD Executive Education7

Demographics:

Results:

DurhamClient:

Szostak DesignDeveloper: Funding Support:

Measuring Results:Social: 320,000 guests attended 175 Arts events in 2009 19 unskilled workers given on-the-job training during construction 44%Economic: construction jobs sustained generating in wages 15 in new wages

15,000Environmental: Sited on remediated LEED Gold Exceeds ASHRAE energy standards by 30%

Community Participation:

Szostak DesignDurham, NC

CASE STUDY 1

Photograph provided by Szostak Design

Issues:

Economic Development

Employment

Environment

Downtown Revitalization

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The SEED Evaluator-

sure the success in achieving these through a third-party review. Using the SEED Evaluator allows communities to de-

The SEED Evaluator can assist individuals, groups, designers, communities, project planners and participants achieve

-able approaches to design through a triple-bottom line approach?

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How does it work?-

-tects, industrial designers, landscape architects, communication designers and urban designers, the SEED Evaluator

-come social, economic and environmental issues. The project process must have been transparent and included broad

1. What are the critical issues (social, economic, environmental) being addressed with the project?2. What will be the design results, and how will they address these issues?3. How will these results be measured?4. How has the community participated in the project?

planning through post-occupancy results. Project documentation and narrative texts submitted to SEED within the context

met benchmarks.

STEP-BY-STEP METHOD: SEED EVALUATOR

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STEP-BY-STEP METHOD: SEED EVALUATOR

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into a user account, new projects can be created using the Project Manager. SEED mentors new project submissions and -

evaluation to cover operating costs.

SEED Evaluator: Part One:Meeting the threshold: SEED mission and principles

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Part I.A.: Project Basics

a. Project Planning Overview

that the project and SEED tools be coordinated in tandem. This simply means that SEED highly encourages projects

ideally begun to use the SEED Evaluator at project start and use it through the entire process. Determining and stating project goals, the process to achieve goals and results in advance can help guide your SEED Evaluator application.

Evaluator submission.

b. Engaging Community Participation An inclusive and transparent path towards project goals and results is something SEED encourages. Determining ways in

, communities can

their goals.

THE SEED EVALUATOR


Part I.B.: Issues, Challenges and Goals

common goals.

a. Identifying Critical Issues

available. b.Research and Data Collection

12THE SEED EVALUATOR

SEED Evaluator: Part Two: Process towards goals

Part II.A.: Benchmarks

direction and indicate ideals within an established timeline.

a. Setting Benchmarks for a Timeline

project period, benchmarks create a timeline.

timeline and benchmarks be considered together and be established prior to initiating the SEED Evaluator.

Part II.B.: Performance Measures

a. Performance Measurement

Part II.C.: Results

a. Reporting Results

applications or in attracting new projects or partners.

Results bring us closer to understanding how goals were accomplished. When reporting results in the SEED Evaluator,


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design research and classroom pedagogy, Lisa works across disciplines in order to -

in a multi-year research endeavor culminating in the Fall 2007 international design

places and problems. She is a collaborator on the interdisciplinary public interest project, SEED: Social, Economic, Environmental Design®. Her Fall 2009 research sabbatical was devoted to developing SEED tools including the SEED Evaluator and SEED website.

-SHOP in Dallas, TX, where his work has been recognized locally and nationally. Re-

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design.

Forum on Clean Energy and Public Health at the White House. Joining Administra-

Texas A & M University where he taught design.

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in two publications: Good Deeds, Good Design, was published by Princeton Archi-tectural Press published in 2003 and Expanding Design: Architecture as Activism,

14TRAINER PROFILES

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Design.

at Harvard Business School. Her research examines the management and conse-

with a particular emphasis on identities, group boundaries and intergroup relations.

-ties on interpersonal and intergroup relations? and 2) How do organizational and

-ships? In recent work she examines how individuals’ manage their organizational,

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-nex in Durham, North Carolina, the Columbia Street Annex Residential Development

in Raleigh, North Carolina.

Harvard GSD Executive EducationPublic Interest Design Training15

-tional and community outreach programs at the CSD. Her background in organiza-

underway at the CSD. Wilson has a Ph.D. in Community and Regional Planning and

housing. Her current research includes an action-oriented research project extend--

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households and the organizations that serve them. Wilson has published articles in

46, no. 12, Nov 2009) and Expanding Architecture: Design as Activism (Metropolis

16IN THE NEWS

Article in May 2012 by Thomas Fisher

Most agree that the U.S. needs more students studying the STEM disciplines: science, technology, engineering, and math. As U.S. Secretary of Edu-cation, Arne Duncan, has stated, “Inspiring all our students to be capable in math and science will help them contribute in an increasingly technology-based economy, and will also help America prepare the next generation of STEM professionals -- scientists, engineers, architects and technology professionals -- to ensure our competitiveness.”

The Obama administration has initiated a 100Kin10 program intended to train 100,000 new STEM educators over the next 10 years. This comes in response to an expected increase “from about 6 million to 9 million jobs over the next decade,” according to Anthony Carnevale, director of the Georgetown Center on Education and the Workforce, that will demand STEM-related knowledge.

We need to ask, though, what kind of STEM we want to grow. If we germinate it from the same soil that gave rise to post-World-War-II American industry, we will simply grow more of what we already cannot sustain.

depends upon how we grow these new educational shoots and to what end.

in his list of next-generation STEM professionals. This brings to mind the work of my colleague, John Maeda, President of the Rhode Island School of Design, who has led a national effort to turn STEM to STEAM, with the “A” expressing the need to add art and design into the mix. He and his

innovation skills that enable the future workforce to imagine entirely new ways of thinking, seeing, and making, rather than simply going along our

The change in abbreviation from STEM to STEAM, though, represents a troubling change in metaphor. STEM has a biological connotation that sug-

stimuli. STEAM, in contrast, carries a mechanistic connotation, not just that of the steam engines that helped prompt the 19th century industrial revolution, but also to the phase change in heated water, which can either get captured as a fuel or evaporate into thin air without much effect.

-rection, or they can simply make the increasingly toxic and untenable world we have created for ourselves more attractive and thus more acceptable. STEAM tends to cloud our vision more than clarify it, and I worry that simply adding the arts to STEM may not turn this educational initiative in the direction that it needs to go, however much I applaud the idea behind STEAM.

take us in a better direction. Every STEM arises from a SEED, an abbreviation for Social, Economic, and Environmental Design. The SEED network consists of a group of architects and designers who argue that every decision we make in the future needs to follow the triple-bottom-line of bringing

years of our industrial development, we would, without question, have created a world more socially just, environmentally friendly, and economically balanced than the one we have now.

We should do all we can to encourage students to imagine science that enables us not only to understand nature, but also to steward it;; to innovate technology that helps us improve the quality of life not only of the wealthy, but also of the world’s poor;; to engage in engineering that allows us to do

work not only smarter, but also more sensibly and sustainably.

This may strike some cynics as entirely too idealistic to take seriously. But for those of us who work with the “millennial” generation in the class-room everyday, I would argue that germinating STEM from this new SEED is precisely how we will get more students to study science, technol-

and we will attract more students to the STEM disciplines not just with the lure of jobs, but with also a sense of this work having a meaningful and

pressing -- than our designing a more socially just, environmentally sustainable, and economically equitable future for ourselves.

Harvard GSD Executive Education17

http://www.good.is/post/the-new-green-archictecture-it-s-about-more-than-the-environment/

DESIGN

A New Architectural Standard for

Sustainable-Minded Companies

Previous Article Next Article

December 7, 2011 7:00 pm PST responses

For the past decade, architects and developers—and even lawyers,

policymakers, and product manufacturers—have lined up for the LEED

(Leadership in Energy & Environmental Design) credential, proudly

adding it to their names and business cards. A lengthy, points-based

checklist earns buildings a similar certification, complete with fancy

placards boasting Platinum, Gold, or Silver certification as LEED

buildings and developments. Although it has its critics, LEED is

unequivocally the standard for green building. Along with the

sustainability movement, LEED has transformed the relationship

between environmental concerns and the built environment.

For the past few years, a small group of grassroots design professionals

has been developing similar criteria to represent and measure not just

the environmental side of design, but also social and economic factors.

The group first hatched its plan during a meeting in the ivory tower of

ivory towers, Harvard University, at the Graduate School of Design.

SEED, as its called, is a blatant play on LEED. The term was coined by a

young African-American architect named Kimberly Dowdell, and SEED

has since been championed by a community designer named Bryan Bell.

Whereas LEED is centered around a flexible points-based checklist for

new construction and renovation projects, SEED espouses five basic

“principles.” Among the five are three principles that illustrate its

broader social agenda: “advocating with those who have a limited voice

JOHN CARYWriter & Speaker

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167 208Recommend

Article in Good Magazine in December 2011 by John Cary

Public Interest Design Training

IN THE NEWS 18

A New Architectural Standard for Sustainable-Minded Companies - Design - GOOD

in public life; building structures for inclusion that engage stakeholdersand allow communities to make decisions; and promoting social equalitythrough discourse that reflects a range of values and social identities.”

If LEED is synonymous with the environmental movement, SEED couldvery well be regarded as the next step in the evolution of the largersustainability movement, as it grows from an almost singular focus onenvironmental concerns to encompass social, economic, and culturalconcerns as well.

LEED has proven itself as a model, method, and viable businessenterprise, even if technically a nonprofit venture. SEED, on the otherhand, has been slow to grow. It has much to learn from LEED, but alsomuch to offer. In an era of limited funding and demands for greaterefficiency, the logical next step for both may very well be a merger. LEEDand its well-developed structure could take the SEED principles to scale,and keep itself at the forefront of the sustainability movement. Trulysuccessful and sustainable buildings and developments need to addressenvironmental and social concerns, so why not do both together?

Photo (cc) via Flickr user wonderlane.

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Article in Good Magazine in December 2011 by John Cary - Continued


Article in Architectural Record in March 2012 by C.J. Hughes

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IN THE NEWS 20

Article in Architectural Record in March 2012 by C.J. Hughes- Continued


Article in Architectural Record in March 2012 by C.J. Hughes- Continued

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Article in Architect Magazine in March 2011 by Edward Keegan

22IN THE NEWS


NOTES:

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