The multifaceted structure of higher education often limits the full integration of design and construction teaching in schools of architecture, but the potential for a greater intersection of these knowledge bases does exist. Design education in the architecture studio is typically taught through a linear process, where students are required to produce a concept design, followed by a series of design iterations and lastly, technification of the design. Similarly, in practice, this process is linear, starting with a design phase followed by a construction phase. In both scenarios, this process leads to a predictable design outcome. Contrastingly, a circular design process has the potential to allow for a more open-ended negotiation with material, technology, process, and making.