Christopher D Trumble

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Courses

Scholarly Contributions

Chapters

• Trumble, C. D. (2019). The Sonoran Pentapus Pavilion at the University of Arizona. In Thinking While Doing(pp 217-246). Basel: Birkhauser.
• Trumble, C. D., Spick, A., & Stephen, V. (2019). Engineering Considerations in Design/Build Education. In Thinking While Doing(pp 263-278). Basel: Birkhauser.

Presentations

• Cavanagh, T., Trumble, C. D., & Verderber, S. (2021, Fall). Designing/Learning with/beside: Technology/design studies. 4S Annual Meeting | Society for Social Studies of Science. Toronto | Virtual: Society for Social Studies of Science.
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  This presentation examines the relationship between architectural research andDesign/Build education. Currently, most education-based projects are modeled on practice. This brings in a set of implicit relationships to the socio-technical. Architects practice a speeded-up ethnography: jumping scale, scaling up and down; modeling and positioning the project in the process of doing architecture (Norman 1999, Ventura and Bichard 2017, Yaneva 2008). Research parallels creation. The authors suggest a model of research ‘with/beside’ practice rather than research ‘for’ practice. The proposed research model is interdisciplinary and empirical, qualitative and quantitative. It produces both scholarship of design and construction, and design and construction as scholarship (Chi, 2 2001). The authors collaborated on a six-year series of interdisciplinary building projectsinvolving the social sciences, humanities, architecture, and engineering, with all projects designed and built by students. The authors analyze a number of recorded examples of design / STS interactions that happened during the course of design and detail resolution. How does scale happen? How is the project positioned? How do different models co-exist? How do conventional occasions based on hypothetical, inconsequential studio models such as case studies, pin ups, desk crits, programming, and working with clients all take on new possibilities as time is ‘slowed-down’ or at least reallocated in a designerly way (Nicholas and Oak 2018, 2020). The presentation concludes by outlining the implications of considering Design/Build as a particular sub-field of the architectural discipline with its own scholarship, research, and possibilities for inter-university collaboration.
• Verderber, S., Trumble, C. D., Cavanagh, E., Oak, A., & Nicholas, C. (2021, Fall). Connecting Practices: An Applied View of STS in Designing, Building, and Learning. 4S Annual Meeting | Society for Social Studies of Science. Toronto Virtual: Society for Social Studies of Science.
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  This paper examines temporalities of architectural research in architectural education, and what STS perspectives have to offer design pedagogy. The conventional studio is modeled on a relatively simple understanding of architectural practice, where research is placed before design. In contrast, this paper suggests a model of STS-informed research that occurs ‘with’ practice. The authors collaborated on ‘Thinking While Doing,’ a series of interdisciplinary building projects – created in the context of design-build education – that involved architects and engineers as well as scholars from the social sciences/humanities. Under the conceptual model of ‘research-creation’ (a recently established grant-funding formula in Canada), an ethnographer and social psychologist, along with a philosopher and historian, worked alongside architecture students and professors. Based on the collaborative experiences of this team, the authors argue that this model of research-creation practice has implications for student studio work. Design studies scholars have argued that architects may already practice a speeded-up ethnography in the process of doing an architectural project (Norman 1999; Ventura and Bichard 2017). Here we consider this in light of the ethnographic analysis of some of the design situations that occurred during the Thinking While Doing project activities (occasions such as pin-ups, desk crits, programming, and working with clients). Reflecting on such moments, as time is ‘slowed-down’ or at least reallocated in a designerly way, enables us to reconsider conventions and contemplate new possibilities for engaging with practice. We conclude by discussing how these possibilities might be applied to architectural pedagogy, particularly the architectural thesis.
• Trumble, C. D. (2020, Februrary). Beyond the Build | Design Build Pedagogy. Schools of Thought. University of Oklahoma: University of Oklahoma.
• Trumble, C. D., & Linda, S. (2020, June). Sustainability Laboratory and Urban Garden. ACSA National Meeting. Virtual: ACSA.