Designing for Designers: Lessons Learned from Schools of Architecture [Paperback]

Jack L. Nasar (Author), Wolfgang F. E. Preiser (Author), Thomas Fisher (Author)

Book Description

ISBN-10: 1563674599 | ISBN-13: 978-1563674594 | Publication Date: September 2007

In Designing for Designers: Lessons Learned from Schools of Architecture, authors Jack L.
Nasar, Wolfgang F.E. Preiser, and Thomas Fisher examine the designs of 17 architecture
and design schools. They answer questions such as: How has architectural education
evolved and what is its future? Are architectural schools built with discernable
types of designs and what are their effects on those who experience them? What lessons
can be learned from evaluations of recently completed school buildings and what
guidance do they provide for the design of future ones? At the heart of this text lies
the proposition that we should design as if people matter and Designing for Designers
will make readers more aware of problems in architectural interiors and suggest ways
to make interiors work better for the building occupants.

Editorial Reviews

About the Author

Jack L. Nasar, PhD, EDRA, FAICP, is a Professor of City and Regional Planning at The Ohio State University, editor of the Journal of Planning Literature, and an environmental psychologist who studies human perceptions, evaluation, and behavior in relation to the environment. Nasar has a PhD from Pennsylvania State University in Man-Environment Relations, a Masters in Urban Planning from NYU, and a BA in Architecture from Washington University. He has published over 80 peer-reviewed journal articles and seven books. An invited lecturer around the world, he has received the Environmental Design Research Association (EDRA) Career Achievement Award for the book Designing for Designers (Fairchild), the Ethel Chattel Fellowship from University of Sydney, and the Distinguished Alumni Award from the School of Architecture at Washington University, St. Louis.

Wolfgang F.E. Preiser, PhD, AIA, EDRA, is a Professor Emeritus of Architecture at the University of Cincinnati and Associate Editor of the Journal of Environment and Behavior. As a researcher and international lecturer and building consultant, he has worked on topics ranging from universal design, to facility programming, building performance assessments, and health care facilities. He has published over 16 books and 125 chapters, articles and papers in conference proceedings, serves on the editorial boards of major journals, and has received many honors, awards and fellowships, including two Progressive Architecture Research Awards; the EDRA Career Award in 1999; the EDRA Achievement Award in 2007 and 2010; the Rieveschl Award for Scholarly and Creative Works; the Faculty Achievement Award; the Outstanding Service Award; and others, all at the University of Cincinnati.

Thomas Fisher is a Professor and Dean of the College of Design at the University of Minnesota. Educated at Cornell University in Architecture and Case Western Reserve University in Intellectual History, he previously served as the Editorial Director of Progressive Architecture magazine. He has written 45 book chapters or introductions, over 250 articles, and six books.

Product Details

• Paperback: 320 pages
• Publisher: Fairchild Pubns (September 2007)
• Language: English
• ISBN-10: 1563674599
• ISBN-13: 978-1563674594
• Product Dimensions: 8.9 x 6 x 0.5 inches
• Shipping Weight: 15.2 ounces (View shipping rates and policies)
• Average Customer Review: 4.0 out of 5 stars  See all reviews (1 customer review)
• Amazon Best Sellers Rank: #1,384,238 in Books (See Top 100 in Books)

Customer Reviews

Most Helpful Customer Reviews

0 of 1 people found the following review helpful:

4.0 out of 5 stars Cautionary Tales of Architecture Feeding on Itself, June 3, 2008

By 

William Davis "nesad1" (Boston, MA) - See all my reviews
(REAL NAME)   

This review is from: Designing for Designers: Lessons Learned from Schools of Architecture (Paperback)

In simple terms, many buildings designed for schools of architecture by big-name architects have been monumentally ill-suited for such schools. They have instead become "statements" from the architects, which nobody really wants to hear. The students and faculty working and studying in buildings designed by designers have much to say, but far too often are not heard.