ABSTRACT
This paper describes a curricular model formulated to introduce and integrate tactile, full-scale learning opportunities across an undergraduate architecture curriculum located in a region unaccustomed to haptic production. Projects undertaken since 2010 illustrate the program's attempt to distill lessons from advanced design-build studios and distribute them throughout the architecture course sequence in order to better prepare students for the complexities of contemporary practice while challenging local expectations in terms of disciplinary boundaries, student capacity, and gender roles. Rather than supplanting the existing curriculum the new design-build course sequence augments the disciplinary core much the way digital technology entered design education in the late 1980's.
