ABSTRACT
Any kind of education should suggest a field of professional application. In architecture, defined as the art and science of building, the skills learned in school are often not sufficient to prepare for typical professional activities. The academic mission is creative comprehensive thinking as a performative skill. In Europe, the architect is often more involved in organizing a building project's construction logistics than in the United States. The high financial burden of design-build projects has been criticized. The development of design skills should begin with basic architectural design drivers, such as space, light, context, and so on, and amalgamate increasingly towards comprehensive criteria related to everyday professional design practice. The capabilities gained during the Roofpod project will significantly contribute to abilities used when teamwork and negotiation skills are mandatory to implement a conceptual idea. Finally, it is important that the students realize their own shift towards a more tangible profession. Design-build projects can be considered research in architectural materialization.
