Course Syllabus

Course Description

The Lolland-Falster region – located just 1–2 hours from Copenhagen- represents a unique ecosystem of stakeholders engaged in the bioeconomy, with initiatives such as Bio-Economy Hotspot Guldborgsund. The region is rapidly becoming a national frontrunner in circular economy strategies and biomaterial innovation, offering strong case study potential for the U.S. and other countries.

The aim of this research project is to apply Research by Design and Practice-Led Research methodologies to investigate architectural case studies in Lolland-Falster. Research Assistants (RAs) will explore selected building cases through multiple lenses—researching the site, stakeholders, and the collaborative process behind the project. They will analyze materials and construction processes, the heritage of the building, and evaluate future design proposals. The cases may incorporate reused or bio-based materials.

RAs will also conduct interviews with key figures such as municipal representatives, investors, and architects involved in new constructions and architectural transformation projects.

Project details:

How can architecture and design contribute meaningfully to the revitalization of rural communities? How do we create spaces that are not only sustainable in material and energy use but also socially and culturally rooted?

Place-Based Sustainable Building explores these questions by combining hands-on design research, material experimentation, and community engagement — all grounded in a real-world, evolving project: Eskilstrup Kulturhus, a citizen-driven cultural initiative on Falster.

Using the Double Diamond design process (Discover, Define, Develop, Deliver), you will work as a design researcher and creative contributor, collaborating with local stakeholders, cultural actors, and each other to investigate:

• Community-driven design and democratic architecture

• Sustainable construction and material innovation

• Rural identity, storytelling, and social resilience

This research project is co-mentored by Kathryn Larsen and Teodora Comăniță, who bring complementary backgrounds in architectural design, place-based research, participatory urbanism and social sustainability. The co-mentorship broadens the scope of the project beyond architectural and material-driven inquiry to include qualitative, community-centered research methods. This approach encourages applications from students across architecture, design, environmental studies, urban studies, anthropology, sociology and related social science disciplines and supports strong teamwork among students with diverse academic backgrounds and perspectives.

You won’t just learn about place-based design - you’ll shape it.

Working Method: Sketchbook as Material Journal and Log Book

In lieu of a traditional log book, students are asked to work continuously in a personal sketchbook, following a material journal logic similar to that used in the architectural practice of Kathryn Larsen.

The sketchbook functions as:

• A research tool

• A place for reflection

• A record of experimentation, dead-ends, and discoveries

It should include drawings, notes, diagrams, material tests, references, photographs, and reflections on process. The emphasis is not on polish, but on thinking through making and observing. Each log should be dated and reflect on the table questions from the DIS Research Check-In Log.

You must submit scans of your sketchbook online for all the due dates in Canvas, as the Research Check-In Log, as a part of your participation grade in this course.

Collective Reflection

At every session, we will meet as a group to:

• Share selected excerpts from our sketchbooks

• Reflect collectively on research findings

• Discuss how individual insights contribute to the shared project

These moments of collective reflection are a core part of the course and mirror how design knowledge is built in professional practice.

Collaboration Across the Phases

Phase 1 — Discover

During the Discover phase, students are expected to meet independently as a group during the week, outside of scheduled class time.

The goal of these meetings is to:

• Seek out and share historical references and case studies

• Explore precedents individually and collectively

• Build a shared reference base for the project

Research in this phase is intentionally broad and exploratory.

Define, Develop & Deliver Phases

As the project progresses into the Define, Develop and Deliver phases, individual roles and responsibilities will naturally diverge according to each student’s research focus (material, spatial, or communication).

While work becomes more specialized, students are still expected to:

• Meet regularly as a group

• Share progress across roles

• Ensure that all outputs align into a cohesive and unified proposal

Collaboration, coordination, and collective authorship remain essential throughout the semester.

Selected relevant background readings and information:

• I Bought an Abandoned Danish Community Center - What Could Go Wrong? Larsen, K (2025) Video available here.
• Karana E., Barati B., Rognoli V., Zeeuw van der Laan A. (2015). Material Driven Design (MDD): A method to design for material experiences. International Journal of Design [Online], 9(2), 35–54. PDF is available for view at at this website.
• Edith Cowan University Library (n.d.). Practice-based & practice-led research. Research Methodologies for the Creative Arts & Humanities. Retrieved from https://ecu.au.libguides.com/research-methodologies-creative-arts-humanities/practice-based-and-practice-led-research

Faculty 

Kathryn Larsen

Roles and Responsibilities of the Research Assistant

You are expected to spend a minimum of 10 hours per week on the project. The workload may vary over the semester. If you are travelling to do field research in a different location, additional time may be required.

As research assistant, you will engage in some or all of the following:

1. Participate in weekly meetings with your research mentor at a time set collectively at the beginning of the term.
2. Participate in a research orientation at the beginning of the semester 
3. Participate in two research workshops during the semester.
4. Write an assessment of your own strengths and weaknesses in the research process at the beginning of the semester. Revisit at the end of the semester as part of an evaluation of your own participation in, and learning from, the research project.
5. Keep a research journal and submit it in person or via email every week (or another specified interval) to your research mentor, describing the activities of the week, and outlining goals for the following week. As this is an architecture research project, the deliverables are expected to be visual.
6. Conduct literature reviews or case study interviews depending on your selected project brief.
7. Participate in carrying out the research project. This may include: familiarizing yourself with core concepts, literature searches, scientific paradigms, perspectives, interview techniques and analyses of data. The specific responsibilities may vary depending on how the project progresses. Be prepared to contribute to tasks that may come up during the semester. Research processes are not always predictable.
8. Present the relevance of the research and/or findings to peer(s) from other disciplines at the DIS Festival.
9. Make a final oral and/or written presentation of the research you are involved in, depending on what is agreed with your research mentor.

Some Research Assistants will work with a specific focus on youth inclusion, complementing architectural research roles. These students will:

1. Investigate how young people engage with cultural spaces in rural contexts
2. Study and compare youth engagement practices across cultural houses
3. Design and facilitate participatory workshops with youth
4. Document social dynamics, participation patterns, and ethical considerations
5. Translate findings into a Youth Inclusivity Guide that informs the long-term use of Eskilstrup Kulturhus

This work is conducted through a two-phase comparative research approach, embedded within the Double Diamond process.

Readings

The readings will be agreed upon with the Research Mentor at the beginning of the semester - the exact content will differ depending on your background. You will receive guidance concerning the basics of relevant concepts, study designs, methods of analysis, etc.

Approach to Teaching

We will be using the Double Diamond design process (Discover, Define, Develop, Deliver) to shape your work as a design researcher and creative contributor, collaborating with local stakeholders, cultural actors, and each other to investigate:

• Community-driven design and democratic architecture

• Sustainable construction and material innovation

• Rural identity, storytelling, and social resilience

In addition to architectural research-by-design, the project integrates practice-based, qualitative social research methods, particularly in relation to community engagement and youth inclusion. These methods are embedded within the same Double Diamond framework and unfold through observation, participatory workshops, and reflective synthesis.

Evaluation and Grading

All research assistants are assessed on their participation, weekly status reports to the research mentor, self-evaluation and presentations to peers from other disciplines. Additional evaluation and grading depends on the individual research project and project phase and is outlined by the research mentor. It may include literature reviews, a poster presentation for an expert panel, a working paper, etc.

Participation* 10% of grade comprises attendance & active participation in the research orientation, research workshops, and DIS Festival	20%
Discover Draft DUE	5%
Discover and Define Draft DUE	10%
Presentation at DIS Festival	10%
Final Research Deliverable	55%
TOTAL	100%

Research Orientation & Workshops

Days and times are available in the Course Summary, below.

Field Research 

This study includes field research. It is expected that you will organize and execute your field research independently, in collaboration with Kathryn as your research mentor, who will help arrange meetings and connections. Travel is covered by a DIS grant.

Approach to Mentoring

All DIS research mentors have been trained in mentoring students but their approach to mentoring may differ. Mentoring is about engaging at a different - and often deeper - level than what is typical in the class room. However, mentoring also comes with some degree of ambiguity, which is important for you to expect. The research mentor will work closely with you throughout the semester but part of the training is also for you to use your own judgment to make assessments and decisions. As part of planning your tasks and responsibilities for the semester together, the research mentor will talk to you about her/his approach to mentoring.

Expectations of the Research Assistant

A research assistant is expected to take initiative, take ownership of the project and work independently. You must also be prepared for meetings and be willing to part take in relevant discussions. Teamwork is essential for this process, as the idea is that each student recieves a different brief, which means that you are expected to work to shape your research deliverables as a cohesive project together (a video series, a series of articles for publication in a book). However, the way each of you work and present the information may be done independently, through diagrams or through material exploration.

Carrying out a research project is not a straightforward and predictable process. This is part of what makes it exciting. It also means that communication is crucial. You are expected to take responsibility for communicating about problems or issues that arise.

Data

The project will be carried out using mixed methods (see paper on Mixed Methods in the folder "modules"). It will include data from published scientific literature and "grey" literature, e.g. reports, as well as published statistical sources such as OECD health statistics, WHO and various US sources. Also, you will carry out semi-structured interviews with key stakeholders/persons. The interviews will be subject to prior consent (according to the GDPR rules) by the interviewees and data from the interviews will be collected in the form of note-taking. Notes will be deleted after the end of the semester. Also, data from the interviews will be only be used for the purpose of this research project and only in a anonomyous form so that personal statements cannot be recognised. 

Disability and Resource Statement

Any student who has a need for accommodation based on the impact of a disability should contact Academic Support in Copenhagen (acadsupp@dis.dk) or in Stockholm (academics@disstockholm.se), depending on the project location. In order to receive accommodations, students should inform the instructor of approved DIS accommodations within the first two weeks of classes.

DIS Accommodations Statement 

Your learning experience in this class is important to me.  If you have approved academic accommodations with DIS, please make sure I receive your DIS accommodations letter within two weeks from the start of classes. If you can think of other ways I can support your learning, please don't hesitate to talk to me. If you have any further questions about your academic accommodations, contact Academic Support acadsupp@dis.dk.