Architecture Course Research Articles

Ensino do Building Information Modeling (BIM) em Instituições de Ensino Superior no Brasil

Building Information Modeling (BIM) has emerged as a necessary tool in the architecture, engineering, construction and operations scenario, offering an innovative and integrated approach not only for project development, but also contributing to the construction management and maintenance of buildings. . In the Brazilian context, academia has dedicated special attention to BIM, reflected in the production of theses and dissertations carried out over the last few years. This research aimed to identify the main trends and pedagogical approaches used in the productions found, presenting their strengths and advances verified in the use of this methodology, as well as the weaknesses or limiting points, based on Brazilian academic production on teaching BIM in the period from 2013 to 2020, resulting from the analysis of theses and dissertations published in the CAPES Catalog of Theses and Dissertations, which address the topic of Construction Information Modeling or Building Information Modeling in the dimension of its teaching. classifies as applied, exploratory, with a qualitative approach, using the bibliographic research method and application of the content analysis technique. It is hoped that, through the results obtained, the adoption of the BIM methodology in undergraduate courses in architecture and urbanism and related areas can be encouraged in the country.

Implementing the Integrated Climate Data Analysis through Hands on Experiments and Jigsaw Methodology to Enhance the Attainment of Learning Outcomes in the Climate-Responsive Architecture Course in Architectural Education

Abstract : As climate change poses unprecedented challenges to the built environment, architectural education must adapt to equip future architects with the necessary knowledge and skills to design climateresponsive buildings. This research explores the implementation of an innovative pedagogical approach in the climate-responsive architecture course, aimed at enhancing student’s learning outcomes through the integration of climate data analysis, hands-on experiments, and the jigsaw methodology. The study focuses on a cohort of architecture students engaged in a semester-long course specifically designed to address climateresponsive architectural concepts and principles. The results suggest that the integrated approach significantly improves student’s comprehension of climate-responsive architectural design principles and their ability to apply these principles to real-world design scenarios. The hands-on experiments and collaborative learning encourage participation, critical thinking, and creativity, while the jigsaw methodology encourages an interdisciplinary understanding of varied climate scenarios.The findings of this study contribute to the ongoing discourse on innovativeteaching methodologies in architectural education and provide valuable insights into the integration of climate-responsive design principles. By cultivating a generation ofarchitects equipped with climate-responsivedesign skills, architectural education can effectivelycontribute to mitigating the impacts of climate change and creating sustainable built environments for the future. Keywords :JIGSAW, pedagogy, climate data analysis, Learning Outcomes.

Student involvement and innovative teaching methods in a biophilic design education pilot elective course in interior architecture

Biophilic design has gained popularity in interior design areas owing to its numerous advantages. Nevertheless, globally, Interior Architecture/Interior Architecture and Environmental Design departments lack adequate biophilic design courses in their curricula. This research investigates the impact of involving students in syllabus design and applying innovative teaching methods in a pilot elective course focused on biophilic design in interior spaces on student engagement and course sustainability. A new pilot elective course was introduced in the 2022–2023 Spring Semester at the Interior Architecture Department, Faculty of Architecture, Near East University, aiming to establish an enduring and captivating learning environment for students. Initially, a focus group study was conducted to measure students’ awareness of biophilic design and integrate their ideas regarding innovative learning methods into the syllabus for an engaging elective course. Strategies like interactive learning tools, group tasks, and peer assessments were incorporated throughout the course to enhance engagement. Analysis of end-of-course surveys and student observations revealed an augmented awareness of biophilic design among students and a positive influence of innovative learning methods on course sustainability. Thus, the study suggests that an elective course offers the potential to mitigate the deficiency of biophilic design integration in undergraduate programs, augmenting students’ awareness in this field. Moreover, new elective courses could deliver more sustainable and engaging learning experiences for enrolled students when structured through student involvement and innovative learning methods.

Construction and Research on Employment of Landscape Architecture Courses in Colleges and Universities

In view of the problems existing in the employment process of landscape architecture graduates, this paper puts forward the concept of "curriculum employment", and explores the specific measures for the construction of "curriculum employment" in landscape architecture from the aspects of talent training program, the revision of teaching syllabus, and the integration of employment guidance elements into the professional curriculum teaching process.

Research on Teaching Reform of Architectural Construction Course Based on Curriculum Ideology and Politics for Architecture Major

Ideological and political education in higher education curriculum is based on the essential requirement of "educating people", and integrates such ideological and political elements as moral education, intellectual education, aesthetic education and values education into professional curriculum teaching, so as to comprehensively improve students' professional and political literacy. There are rich ideological and political education resources in the courses of architecture specialty. As an important professional basic course, the teaching effect of Architectural Construction Course affects the overall training level of the specialty. Therefore, based on the ideological and political education of the curriculum, this paper explores the innovative strategies and implementation paths of the teaching reform of Architectural Construction Course, which plays an important role in improving the comprehensive dimension of the teaching of architectural courses and building a teaching system with the core of educating, imparting, solving doubts and leading.

RESEARCH INTO A STABLE DIFFUSION-BASED HUMAN-MACHINE-HUMAN TEACHING MODEL FOR ARCHITECTURAL DESIGN COURSES

ABSTRACT Conventional methods of teaching architectural design have flaws like fuzzy information exchange, limitations of thought dispersion, and disconnection of theory and practice because of the different cognitive levels of teachers and students. This paper explores the interactive and collaborative “human-machine-human” mode of utilizing Stable Diffusion image generation technology to teach architectural design and achieve artificial intelligence. To enhance the quality and effectiveness of instruction, the model uses artificial intelligence for image generation, optimization, and presentation in accordance with the three stages of architectural design teaching that are developed in this paper. Mainly using the Northeastern University youth hostel design course as an example, this paper compares the new “human-machine-human” mode with the traditional “human-human” mode, assesses the necessity and viability of the AI intervention, and offers examples for future architectural course teaching reform and the comprehensive integration of AI and architecture. In the interim, it offers resources and recommendations for the deep integration of AI and architecture, as well as recommendations for future teaching reform of architecture courses.

Analyzing Test Performance of BSIT Students and Question Quality: A Study on Item Difficulty Index and Item Discrimination Index for Test Question Improvement

This study presents a comprehensive assessment of the test performance of Bachelor of Science in Information Technology (BSIT) students in the System Integration and Architecture (SIA) course, coupled with a meticulous examination of the quality of test questions, aiming to lay the groundwork for enhancing the assessment tool. Employing a cross-sectional research design, the study involved 200 fourth-year students enrolled in the course. The results illuminated a significant discrepancy in scores between upper and lower student cohorts, highlighting the necessity for targeted interventions, curriculum enhancements, and assessment refinements, particularly for those in the lower-performing group. Further examination of the item difficulty index of the assessment tool unveiled the need to fine-tune certain items to better suit a broader spectrum of students. Nevertheless, the majority of items were deemed adequately aligned with their respective difficulty levels. Additionally, an analysis of the item discrimination index identified 25 items suitable for retention, while 27 items warranted revision, and 3 items were suitable for removal, as per the analysis outcomes. These insights provide a valuable foundation for improving the assessment tool, thereby optimizing its capacity to evaluate students' acquired knowledge effectively. The study's novel contribution lies in its integration of both student performance assessment and evaluation of assessment tool quality within the BSIT program, offering actionable insights for improving educational outcomes. By identifying challenges faced by BSIT students and proposing targeted interventions, curriculum enhancements, and assessment refinements, the research advances our understanding of effective assessment practices. Furthermore, the detailed analysis of item difficulty and discrimination indices offers practical guidance for enhancing the reliability and validity of assessment tools in the BSIT program. Overall, this research contributes to the existing body of knowledge by providing empirical evidence and actionable recommendations tailored to the needs of BSIT students, promoting educational quality and student success in Information Technology.

Basket cases

The studio described here comprises the second semester of the first year interior design and architectural course at the University of South Australia. It builds upon the first semester pedagogy based on memory and off-campus teaching. The studio consists of three projects employing an alliance between typology and gastronomy as a means to design and initiates cross cultural teaching methodologies. This submission will focus on the second and pivotal project titled basket case.

RE-ADJUSTMENT OF STRUCTURAL DESIGN IN THE TEACHING AND LEARNING PROCESS OF ARCHITECTS: CURRICULAR CUTTING

Research Objective: Discuss the reassessment of the structural conception in the process of teaching and learning two architects, with views not aprimoramento and association with a new reality in the field of construction.
 Theoretical Framework: Construct a brief history on the design of structures for graduate courses in architecture, using surveys pointed out in the main works published in the area, to highlight the importance of readjusting the two courses to new market demands.
 Methodology: The applied methodology is not present article and bibliographic research, which consists of the analysis of literature related to thematic addressed systematically on the subject of teaching-learning of structures for graduate courses, in architecture. It is important to highlight that bibliographic research, in accordance with rigorous scientific standards, becomes essential for the construction of quality scientific work, updated, consistent and theoretically founded. Foram used books, newspapers, articles and Internet sites, among other sources.
 Results: There are several problems not in the teaching of structures in schools of architecture and urbanism, such as purely expository classrooms and teaching programs distant from current professional practice, which leads us to conclude that the Structural Chain of Two Courses presents gaps in its composition, for not making integration between other disciplines, not being updated with new market demands or the adoption of didactic resources with qualitative knowledge on structural behavior, or which results directly in failures in the technological training of architects.
 Theoretical and Practical Contributions: Faced with new market demands and surveys put forward during the research, or present work possibly relevant to the topic.

Notes from the Anti-Displacement Studio

This article addresses the question of how design pedagogy and methods can be reformulated and retooled to support community-led anti-displacement planning and design initiatives. It critically examines and reflects on a series of architecture courses taught by the author in which students have worked with Boston-based community leaders on anti-displacement planning and design strategies over two academic years. The analysis particularly focuses on the anti-displacement studio, which takes a grounded, relational, and reparative approach to addressing current gaps in design studio education by aligning university-based teaching and learning with community-led decolonizing agendas. Leaning into the university’s location in Lower Roxbury and harnessing the instructor’s existing relationship with community leaders as an anchor for ongoing collaboration, the studio remains a work-in-progress that is replete with tensions and challenges, which carry implications for radical planning and design pedagogy.

Exploring the Potentials of Artificial Intelligence Image Generators for Educating the History of Architecture

The rapid integration of Artificial Intelligence (AI) tools, specifically text-to-image generators, across various domains has had a profound impact on numerous fields. Despite this, the potential applications of AI image generators in architectural education, particularly in teaching the history of architecture, remain underexplored. This research aims to uncover the possibilities of utilizing AI image generators, with a specific focus on the capabilities of Leonardo AI, to enhance communication and engagement. This study employed an experimental methodology to investigate how the integration of AI image generators in education on the subject of “History of Architecture” promises to elevate the learning experience, offering new perspectives, visualizations, and interactive tools. Two workshops were conducted with university students to explore AI image generators’ potential applications in architectural history education. The first workshop utilized an iterative approach, while the second aimed to assess students’ analytical skills. The ultimate objective was to determine the capabilities of this tool and stimulate discussions regarding its potential future implementations. Following the workshops, online questionnaires were administered to students, and interviews were conducted with educators. The findings of this research underscore the need for validating AI-generated images, establishing guidelines to prevent misuse, and designing tailored AI tools for History of Architecture courses, thereby paving the way for further advancements in architectural history education.

Constructing a game engine: A proposed game engine architecture course for undergraduate students

This paper presents a structured series of lessons for teaching undergraduate computer science or game development students how to construct a game engine using C++ and standard graphics APIs such as OpenGL or DirectX. Our proposed course content discusses rendering topics, game object management, scene management, and rigid body physics where learners are tasked to incorporate them into a fully functional prototype scene editor. By incorporating actual coding into the course, students can gain a better understanding of low-level engine features and also hone their programming skills. In addition to the learning content, we provide recommended assessment methods. We include discussions about our teaching experience in handling a game engine architecture course, titled GDENG03, which 36 students have passed. Our paper stands out from related works by providing a framework for interested educators on how to write a 3D game engine and how to teach the same in class. Based on our actual delivery of GDENG03, all 36 students achieved high scores of >80% out of 100 which demonstrates the effectiveness of our learning content. We received positive student feedback, such as a better appreciation of game engines, while suggestions for course improvement were raised, such as using simpler terminologies and better workload management. Based on student scores and feedback, we can attribute the success of our students’ learning to our inclusion of practical coding examples and discussions, highlighting their relevance to mainstream game engines. The learning materials and accompanying source code can be accessed in the following link: .

Teaching computer architecture by designing and simulating processors from their bits and bytes.

Teaching computer architecture (Comp-Arch) courses in undergraduate curricula is becoming more of a challenge as most students prefer software-oriented courses. In some computer science/engineering departments, Comp-Arch courses are offered without the lab component due to resource constraints and differing pedagogical priorities. This article demonstrates how students working in teams are motivated to study the Comp-Arch course and how instructors can increase student motivation and knowledge by taking advantage of hands-on practices. The teams are asked to design and implement a 16-bit MIPS-like processor with constraints as a specific instruction set, and limited data and instruction memory. Student projects include following three phases, namely, design, desktop simulator implementation, and verification using hardware description language (HDL). In the design phase, teams develop their Comp-Arch to implement specified instructions. A range of designs resulted, e.g., (a) a processor with extensive user-defined instructions resulting in longer cycle times (b) a processor with a minimal instruction set but with a faster clock cycle time. Next, teams developed a desktop simulator in any programming language to execute instructions on the architecture. Finally, students engage in Verilog Hardware Description Language (HDL) projects to simulate and verify the data-path designed during the initial phase. Student feedback and their current understanding of the project were collected through a questionnaire featuring varying Likert scale questions, some with a ten-point scale, and others with a five-point scale. Results of the survey show that the hands-on approach increases students' motivation and knowledge in the Comp-Arch course, which is centered around computer system design principles. This approach can also be effectively extended to related courses, such as Microprocessor Design, which delves into the intricacies of creating and implementing microprocessors or central processing units (CPUs) at the hardware level. Furthermore, the present study demonstrates that interactions, specifically through peer reviews and public presentations, between students in each phase increases their knowledge and perspective on designing custom processors.

The concepts of buildability / constructability in project development

The construction industry represents in the economies of the countries the increase of the Gross Domestic Product (GDP), being fragmented in a wide range of activities, where it is necessary to reconcile their interests of survival, in a competitive environment, whose productivity must be maintained at a high level, complying with the requirements of the market, which expects quality products. The incompatibilities between the project and the execution of the work cause problems that have a decisive impact on some aspects, such as quality and the increase in costs for the production of buildings. Research aimed at reducing such conflicts has been devoted to the term buildability, as an attribute of design that brings benefits to the constructive process when its concepts are adopted in the early stages of the project. Two actions have been outlined as addressing this issue, one aimed at the management of knowledge about the theme within companies, and another with a didactic character that suggests integrating it into the curriculum of engineering and architecture courses. This article through a bibliographic survey identified existing research on the theme, presenting concepts that can guide the development of high-performance projects.

STUDENT MADE INFRASTRUCTURE IN RURAL CONTEXTS - LA ESTRELLA STEEPLE DESIGN BUILD PROJECT

The Design/Build Methodology in the Education of Architecture is an alternative to traditional and theoretical training where real projects and construction takes place. This paper focuses on a case study from the School of Architecture course “Introducción a la Construcción” at the Pontificia Universidad Católica de Chile. Its main feature is exploration on timber construction through a direct hands-on experience and development of prefabricated built projects. Timber has been used as the predominant building material since it allows to explore concepts of prefabrication, modular coordination, and structural performance. This intuitive design approach is complemented by a low-tech and low-cost solution according to the local context. Recently the course has realigned its focus to community-oriented projects outside the university in a process that entails complex management and technical issues. The project considers a steeple structure commissioned by La Estrella parish and the impact of project´s brief constraints on the timber structure in terms of: design and prefabrication process: brief constraints plus available design tools were applied to on-site and off-site construction methods to allow quick assembly. A participative and iterative process through design and testing of different timber structural components developed by groups of students; management issues: communication, consultants and construction management by the academic staff and students; relationship with community: this process includes participatory design, community engagement and participation. Conclusions drawn from this project show a successful experience of timber building systems applied to this methodology. Built results have exceeded original expectations while the engagement between the student project and the benefiting community constitute a successful experience in the exploration of these teaching strategies. Involvement of students in management process is an aspect that needs further development as a relevant feature to be considered on future off-campus projects.

Research on Architectural Design Course Teaching Reform under the New Engineering Talent Training Concept - Taking Architectural Design V as an Example

In recent years, the development of technologies such as big data, artificial intelligence, and the Internet of Things has drastically changed the architectural market, raising the demands on architects by enterprises and institutions. The traditional teaching model of architecture majors struggles to meet the market's demand for professionally applied talents, necessitating reform. With the introduction of the new engineering talent training model by the Ministry of Education, the goal of educating students has shifted from a focus on theory and professional techniques to nurturing engineering talents with innovative spirit and practical skills. The cultivation of these qualities requires profound contemplation by architectural educators on how to train architectural talents who can meet societal needs, and put these ideas into action. Based on the concept of new engineering construction, this article first analyzes the problems students face in actual teaching and practical work. It then proposes suggestions for teaching reform specific to Architectural Design V, applying these reform measures to the education of senior students. This approach is beneficial in enhancing students' professional design abilities and innovative thinking, thereby improving the quality of applied talent training and teaching standards. This holds significant guidance value for the practical teaching reform of architectural courses.

Co-Innovating for Integrated Research, Teaching, and Outreach in Sea Level Rise Adaptation

Approximately 680 million people live in low-lying coastal regions susceptible to flooding (IPCC 2019), and architects are positioned to drive wide-scale adoption of practical design solutions to address climate change impacts (AIA 2020). This paper describes innovative pedagogical approaches to integrate climate change into the architectural curricula in conjunction with funded applied research and community outreach to inform future climate change adaptation. The community-engaged scholarship, Envisioning Sea Level Rise Adaptation in Waikīkī, Hawai‘i and its parallel graduate architecture courses resulted in locally tailored architectural renderings, policy guidance, and visions that may inform future design and policy. The replicable research methods describe the processes, individuals, partnerships, and products for knowledge-sharing and coordinating climate change adaptation and resilience through interdisciplinary cocreation within academia and coordinated community input.

Analysis of the Cultivation of Creativity and Expression Ability in Modular Teaching of Architecture Courses under the New Engineering Discipline: A Case Study of "Space Design and Expression"

Analysis of the Cultivation of Creativity and Expression Ability in Modular Teaching of Architecture Courses under the New Engineering Discipline: A Case Study of "Space Design and Expression"

Training software architects suiting software industry needs: A literature review

The ability to define, evaluate, and implement software architectures is a fundamental skill for software engineers. However, teaching software architecture can be challenging as it requires students to be involved in real-context projects with high degrees of complexity. This involves making trade-off decisions among several quality attributes. Furthermore, the academic perception of software architecture differs from the industrial viewpoint. To address this issue, a study was conducted to identify and analyze the strategies, challenges, and course experiences used for teaching software architectures. The study analyzed 56 articles reporting on teaching experiences focused specifically on software architectures or focused on software engineering in general but discussing software architecture. The main contributions of this work include identifying strategies used in educating software architecture students aligned with the needs of the software industry. These strategies include short design projects, large development projects, and projects with actual clients. Additionally, the study compared curriculum contents in software development and architecture courses and identified recurring topics such as architecture patterns, quality attributes, and architectural views. This study also recognizes the set of skills that students of software architecture should develop during training, such as leadership and negotiation. The challenges in software architecture training were discussed, such as instructors’ lack of experience in actual projects, the abstract and fuzzy nature of software architectures, and the difficulty of involving clients and industry experts. Evaluation methods commonly used in training software architects, such as surveys, pre-test/post-test, and quality metrics on architectural artifacts, were identified and described. Overall, this study guides researchers and educators in improving their software architecture courses by incorporating strategies reported by the literature review. These strategies can bring architecture courses closer to the needs and conditions of the software industry.

Exploring the Ideological and Political Education Reformation of Architecture Professional Courses in Higher Education Institutions

"Ideological and political education" is an essential implementation for moral cultivation which promotes the basic principles of "three comprehensive education" . Its teaching effectiveness is related to the overall improvement of the quality of talent cultivation hence it widely attracts the attention of the academic community. In order to combine professional architectural courses with ideological and political education and at the same time to realize the innovative teaching concept of collaborative education teachers in higher education institutions continue to explore and practice their ways constantly innovate and optimize their knowledge and education systems.