Ageless Hope: A Report Card on Access and Equity in Architecture Education and Practice

The Elementary School Journal Volume 83, Number 2 ? 1982 by The University of Chicago. All rights reserved. 001 3-5984183/8302-0009$01o.00 Teachers approach their instructional tasks with a variety of perspectives and strategies that emphasize certain aspects of teaching and deemphasize others. For example, some teachers teach language skills using organized games, while other teachers teach the same skills by direct instruction. Teachers adopt different approaches to the same subject matter partly because their teaching situations differ. Their students may have different learning problems or their classrooms may have varied resources and facilities. Even in the

臺灣今日現代建築思潮已朝多元化發展，其思潮的演進是定著在建築專業人才的實踐過程中，因此建築專業人才的養成是值得被關注的議題。肇基於日據時期的臺灣建築教育，於戰後有極大轉變。1949年國民政府來臺後，來自中國建築專業者，於戰後開始進行現代化的建設，並在臺灣建築教育的發展脈絡中擴展開來。1970年代，留美學生大量回臺投入建築教育工作後，促使臺灣與現代建築教育體系接軌，此一階段可謂是臺灣戰後學習與摸索現代建築的重要時期。成立於1960年的中原建築系，除了契合社會與經濟發展的需求，同時體現臺灣戰後建築教育移轉歷程。因此為理解臺灣戰後建築教育實踐與建築發展相互之間的關係，本研究以中原建築系為例，運用歷史研究法，透過文獻調查與口述歷史訪談的方式，分別討論60與70年代不同時期的教育理念、師資、課程以及教學內容，以利理解臺灣戰後初期建築教育實踐之歷程。 經探討與分析後，臺灣戰後現代建築教育實建的過程與內容，在中原建築教育發展過程中可歸納成為下列幾點，並且在發展脈絡中有部分特質，是有延續或蛻變的。在教學內容方面，因受不同時期師資結構的影響，產生「布雜」演變至「包浩斯」課程特質的變遷；在建築設計的訓練上，是從「繪圖式」演變至「理論式」的設計思惟。另外，受中央系統師資與臺灣都市發展的影響，建築史與都市課程的教學皆成為60與70年代重要的課程，並影響後期中原建築系研究領域的發展。整體而言，中原建築系對臺灣戰後建築教育發展的過程中，極具重要性與代表性，如對臺灣建築界而言，建築專業主義的教育特色成為提供臺灣戰後建築實踐主要的人才來源之一；如從臺灣建築教育體制發展來看，五年制的實施與去工程化的課程改革，是當時相當具有前瞻性的教育理念；如對整體建築教育的傳承來看，中國中央系統師資亦為中國現代建築教育開啟新的一頁，並具有承先啟後的特殊地位；留美師資則為70年代建築教育的實踐過程，引入美國化建築專業的訓練，更成為當時主要的教育特色。

<p>Computer software has come to replace the manual form of designing in both architectural education and practice. The use of drawing boards had been employed in architectural education and practice for a long time. Since the first half of the twentieth century, computer hardware and corresponding software have seen dramatic change and development manufactured and tailored to meet the demand of changing technological and human needs. Architecture has had its fair share since the advent of computers and has seen major milestone changes in its integration into the profession. In the last century, architectural education in Ghana has also witnessed this revolution. From the year 2000 and thereon since Computer Aided Architectural Design (CAAD) was introduced in the Department of Architecture (DOA) in the Kwame Nkrumah University of Science and Technology (KNUST) there has been tremendous improvement in the CAAD tools used in architectural design education. There is therefore the need to evaluate the CAAD software used by the students and faculty. This paper looked at the existence and the mode in which CAAD software is applied in the department, the predominant software used by students and the mode of acquisition of the software. The findings proved that CAAD is taught as part of the curriculum in the DOA and has helped improve architectural design education over the years. However, the full potential and benefit of CAAD use has not been realized as a result of challenges faced by students and faculty in teaching, learning and acquisition of software.</p>

The Indigenisation of the architectural practice, research, and education in Australia and Aotearoa New Zealand has been an ongoing legacy from the early twentieth century until the present. This paper aims to begin mapping out significant agents, events, and processes of Indigeneity and Indigenising legacies when reviewing across the Trans-Tasman’s architectural education, research, and practice contexts. The study employs secondary data coupled with findings from action research and observations as architects, educators, and researchers positioned across the Trans-Tasman from each other. Trans-Indigeneity is an apt framework for this study because it centralises the experiences across Indigenous groups within globalised and colonial settler settings. The findings indicate an affinity that continues until the present between the closely connected circles of New Zealand and Australia’s Indigenous and non-Indigenous architectural researchers, educators, and practitioners at the forefront of Trans-Indigeneity. Across the Tasman, each Indigenous legacy has complemented and challenged the other towards common goals. The Trans-Tasman relationship, made possible through industry and academic gatherings and conferences, has assisted the Indigenisation and critical reflections of Indigeneity across the architectural profession in both locations.

PurposeThis study aims to conduct a comprehensive bibliometric analysis of research literature on the use of virtual reality (VR) technology in architectural education and practice. It seeks to provide insights into the evolution, applications and impact of VR technology in architecture, particularly in design, education and construction.Design/methodology/approachThe study employs a systematic literature review, bibliometric analysis and content analysis to explore VR’s role in architecture. Data are sourced from the ISI Web of Science database and analyzed using VOSviewer and Bibliometrix software. Text mining techniques were applied to assess bibliometric connections between VR and architecture.FindingsThe analysis uncovers patterns, trends and collaborative networks in VR’s application to architectural practice and education. It highlights publication frequencies, year-wise distribution, leading countries, collaboration networks and prevalent author keywords. Content analysis identifies key research themes, emerging trends and gaps, suggesting future research opportunities and the potential for VR technology to further impact architecture.Research limitations/implicationsThe findings provide practical insights for professionals and academics in architecture, contributing to innovative approaches in practice and education. While the study identifies gaps in existing literature, future research should aim to address these limitations and further explore VR’s role in architectural education and practice.Originality/valueThis paper is the first to present a bibliometric and content analysis of VR technology in architecture, enriching the scholarly discourse. It provides a foundation for future research on VR integration in architectural education and practice.

Chapter 8 - Access and Equity in Higher Education in Indonesia: A Review from the Periphery

Learning for a Bright Future: Schooling, Armed Conflict, and Children’s Well‐Being

The field of architecture in Nigeria is experiencing dynamic growth and development, driven by urbanisation, infrastructure demands, and a growing awareness of sustainability. To navigate these challenges and contribute to sustainable development, the study aimed to explore the potential of global alliances that enhance architectural education, training and professionalism. The study combines literature reviews, six case studies of successful international architectural alliances and 34 interviews with architectural professionals to explore the significance of promoting global alliances for sustainable architectural training, practice, and profession in Nigeria. The findings suggest that many countries, like the United Kingdom, Australia, New Zealand, Canada, the United States of America, and Hong Kong, have formed alliances with architectural regulatory bodies in other nations to simplify international architectural practice. The benefits of a global architectural alliance enable architects to practice worldwide, promoting reciprocity and enhancing competitiveness and professional enhancement. Such alliances enrich architectural education, fostering the development of well-rounded professionals capable of addressing the complex challenges of the built environment. This research provides valuable insights for architectural education, training, and professional stakeholders seeking to elevate sustainable development in Nigeria. By cultivating global alliances, Nigeria can develop a thriving architectural landscape that addresses societal challenges, preserves cultural heritage, and leads the way in sustainable architectural practices.

to general feelings such as liking/disliking of mathematics, nor is it meant to exclude perceptions of the difficulty, usefulness, and appropriateness of mathematics as a school subject. There are several ways affective variables are related to mathematics learning. It is likely that a student who feels very positive about mathematics will achieve at a higher level than a student who has a negative attitude toward mathematics. It is also likely that a high achiever will enjoy mathematics more than a student who

There are significant inequalities in the lives of America’s children, including inequalities in the education that these children receive. These educational inequalities include not only disparities in funding per pupil but also in class size, teacher qualification, and resources such as books, labs, libraries, computers, and curriculum, as well as the physical condition of the school and the safety of students within it. While not all schools attended by poor children are bad schools, and not all schools attended by well-off children are good schools, there are clear patterns. Poor children are more likely to attend crowded and poorly equipped schools with less qualified teachers than the children of more affluent families. They are less likely to have computers, books, and advanced placement academic courses. To give one example of the differences in school resources, the wealthiest districts in New York spent more than $25,000 per pupil at the same

Architectural project-based education relies on the development of independent learning (IL) skills and attitudes, which foundation students should initiate to be able to critically select information, reflect and produce innovative, creative and holistic design strategies. Architecture studio delivered by one-to-one tutoring, with tutor supremacy, entraps students' ability to seek knowledge independently, affecting their research ability, critical thinking and learning level. Given the pivotal role of IL in architectural education, surprisingly there is little disciplinary research focusing on independent learning methods. To prevent the studio tutor sovereignty reported by discipline studies, as architectural professional practice has a collaborative nature, this study borrows Higher Education main teaching and learning theories on collaborative and group learning and tutoring. This study intends to bridge the gap between architectural learning practice and theory, contributing to the insufficient architectural pedagogical debate and improving studio culture by excavating and understanding how shifting from a hegemonic individual to a collaborative group tutoring impacted learners' independent skills and attitudes. To avoid disciplinary dogmas and untested theories and to directly address studio problems, an Action Research (AR) project was implemented to measure the effectiveness of small group tutoring on promoting IL. Findings proved that group tutoring promoted students IL skills and attitudes, instigated knowledge exchange, constructive discussions, entrepreneurship, critical thinking, improved oral and visual exposure in presentations and assessment outcome, and received student's positive feedback. The IL successful achievement afforded by group tutoring, diminished in one-to-one settings, provides a scientific base for future pedagogical debate, allowing studio emulation and experimentation by architectural educators.

This study explores the potential of Text-to-Image (T2I) AI systems in architectural design education, particularly during the conceptual design phase. Through a structured two-stage workshop, architecture students used T2I AI to conceptualize a public building project, focusing on the bird’s eye and interior perspectives. These AI-assisted designs were subsequently refined to align with specific site conditions and programmatic requirements. The study reveals T2I AI’s ability to expand creative possibilities in architectural design while highlighting its limitations and biases. The findings emphasize the necessity for a critical and informed approach when integrating AI into architectural education and practice, addressing ethical considerations. Future research directions are proposed to optimize T2I AI applications in architectural design, address inherent biases in AI systems, and enhance the discourse on AI’s role in shaping the future of architectural practices.

Digital technology rapidly changes architectural practice in past two decades emerging new complex curved forms. New spatial aesthetics are not always developed in conventional CAD applications intended for architectural design.In this paper various approaches in architectural design education based on motion-based modeling techniques and usage of 3D animation software are discussed. Demands for usage of CGI (computer-generated imagery) software are founded on the assumption that architectural form is not only the manifestation of stationary parameter-driven relational logic, but it also respond to dynamic variables of contextual and socio-economical influences. The aim of the research is to describe, analyze and evaluate some of basic concepts of animation-based modeling techniques as well as their implementation in architectural education.

This work displays an outlook on major questions concerning the integration of Artificial Intelligence (AI) in Architectural education. Gradually, part of the domain knowledge and hard skills become either irrelevant or insufficient by the time the students graduate. This paper suggests that integrating AI in the architectural design curriculum is beneficial for raising designers’ awareness of all areas of architectural design, in the form of input, process, and output. The study views consecutive learning experiences in a continuum and explores the potentials of integrating AI applications and techniques in architectural education, and how architectural design practice may benefit from it. Consequently, it provides insights into how architectural design education may transform itself considering the future impact of AI on the Architecture Engineering Construction (AEC) industry.

This paper discusses teaching and learning in the design studio in architectural education in Nigeria, and the roles they play in promoting sustainable environment. Architectural design studio is one of the seven modules of study in architecture schools in Nigeria as stipulated by the National Universities Commission. A case study of the Federal University of Technology Akure Nigeria and Covenant University Ota Nigeria is presented. The paper asserts that the design studio is central to architectural programme and the practice of architecture. It emphasises the need for an improvement in the architecture curriculum particularly the design studio to inculcate further sustainability studies. This is in view of its key integrative role in the attainment of a humane and sustainable human environment. DOI: 10.5901/jesr.2016.v6n2p157