摘要：Creative residencies have been used in many different settings to provide new perspectives amongst communities, in a workplace, historic site or cultural venue. This project took the concept of the ‘scholar-in-residence’ to experiment with a new pedagogic approach in the educational architectural studio. With the aim of bringing issues of health and well-being into architectural education, a joint fifth and sixth year studio cohort was provided with a public health practitioner in residence. The practitioner framed lines of enquiry and contributed to design investigations through the use of learning materials, seminars, workshops and tutorials. Architectural projects were developed on selected sites in Stroud, Gloucestershire, UK. Using a mixed methods approach, assessment of this experiment was provided from analysis of students' reactions, a final reflective workshop, presentations to the community in Stroud and the project work itself. Findings show that this intervention was successful in widening students' notions of the role of the architect as an actor in creating a healthy society; it also proved valuable as a means of unlocking sustainable development in new ways to these architectural students. The public health practitioner in residence is presented as effective new design training where architectural education meets the wider challenges of sustainable development, through a focus on population wellbeing and health equity across the whole community.
关键词：Sustainability ; Health ; Architecture ; Wellbeing ; Public Health ; Architectural Education
