Architectural Curriculum Research Articles

Space Architecture and Habitability: An Asset in Aerospace Engineering and Architectural Curricula

Space Architecture and Habitability: An Asset in Aerospace Engineering and Architectural Curricula

Pedagogy of Architectural Education on Sustainability in Malaysia – Student Perspective

The increasing global concerns about the environmental degradation and climate changes oblige architecture students to apply sustainable design approaches in their studio projects. Therefore, renewable energy raises the expectation of providing sustainable solutions for their architectural design proposals. This paper aims to investigate the learning of students in knowledge, awareness and applicability on sustainability during their first three years of the part 1 architecture programme. Surveys were conducted on 500 students from eight architecture schools from the local universities, two architecture schools from the polytechnic colleges and three architectural schools from the overseas universities. These survey results from 335 respondents confirmed that the learning on sustainability through self (51.6%), peer (48.6%) and design studio lecturers (37.0%). These results confirmed also that most respondents did rely on pre-design assessments to develop sustainable design strategies in their final architectural design proposals. These results concluded that the perception of architecture students on learning sustainability is based mainly on other sources. These findings provide knowledge for educationists and practitioners towards the planning of architecture curriculum and the implementation of pedagogical approach in sustainability. This paper determines the most important source of learning on sustainability knowledge for students in the pedagogy at university level.

Pedagogic Tenets of Specification Writing in Architectural Education, Construction and Practice

Specification writing is an important aspect of architectural curriculum; as failure of the architect to write an effective specification in educational training and construction-practice may lead to unpalatable factors. This study explored couple of methods employed in the teaching, learning and assessment of specification writing students in architecture department, Covenant University, South-West Nigeria, with a view to identifying the most effective method within the group dynamics. The methodology adopted for this study involved the interview of M.Sc. II architecture students and adoption of two (2) basic pedagogic methods namely Traditional and Revolutionary during class sessions. The qualities were evaluated and assessed through the outcome of students' assignments, standard performance tests and examinations results, and documentations in brainstorming-interactive class sessions. It was found that there were significant differences between the performance scores of students using diverse pedagogic methods. It recommended that further research capable of bridging education and construction- practice in synergy.

Is Architectural Pedagogy Prepared for Buildings of the Future?

Assuming that buildings in our near future can achieve carbon neutrality, what next? More importantly, what is necessary in the short term to transform the way we design and think about buildings to achieve carbon neutrality and beyond? Can architectural pedagogy deal with how buildings integrate with the larger community and ecosystem around them, how buildings are constructed and/or manufactured to optimize resource use, and how they adapt to changes and are repurposed to meet future needs? Pedagogy for this future is about instilling a way of thinking about environmental design that is both conscious of and active in energy and carbon emissions, but also the health, wellbeing, and productivity of building occupants. Expounding on these questions, this paper will analyze current architectural curriculum and recent student design competitions against the U.S. Department of Energy’s Future of Buildings initiative. The discussion of the gap analysis results shows a deficiency about thinking about architectural design for the future. The paper will highlight where our design education succeeds and falls short toward preparing students. Additionally, thinking about this future context will highlight beneficial and detrimental aspects of the current pedagogical landscape to further whole-building design concepts to achieve a carbon neutral future for the built environment.

Comparison of acoustic education in the architecture departments between Turkey and different universities in the world

The aim of this study is to determine the “when and what extent” do architectural acoustics is included in architecture curricula. Additionally, to find out the state of research facilities across academic institutions between Turkey and different countries including Architectural Acoustic. In Turkey, in many architecture programs do not include “Experiences of the Acoustics Laboratory or courses” and also education is not among the objectives of architectural acoustics for their future. On comparing of teaching activities, education objective is to allow professional figures to interpret, define, and govern the processes of maintenance and management with high quality checking in the life cycle of the built systems are researched. It seems that searching a new formation is being established in order to integrate with the EU standards such as European Credit Transfer and Accumulation system (ECTS) and many of the schools have revised their programs according to these new standards. As a consequence of thi...

Design-Build Concept In Architectural Education

Abstract Design studio, workshop, practical placement and design-build concept, are all forms of experiential learning. The aim of this paper is to investigate the significance of design-build concept and to define the extent to which it has penetrated into architectural curricula. Results indicate variety in understanding, programming and implementation among different schools. Conducted comparative analysis of different case examples could be used as a guideline to schools in which this concept has not been introduced yet.

Pedagogy in Architectural Design Studio and Sustainable Architecture in Nigeria

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

O PAPEL DO ARQUITETO EM EMPREENDIMENTOS DESENVOLVIDOS COM A TECNOLOGIA BIM E AS HABILIDADES QUE DEVEM SER ENSINADAS NA UNIVERSIDADE

Este artigo discute o papel do arquiteto em empreendimentos desenvolvidos com tecnologia de Modelagem da Informação da Construção (Building Information Modeling – BIM). O objetivo do estudo é identificar as competências ligadas ao BIM requeridas desse profissional e o apontamento de quais devem ser ensinadas na graduação, especialmente no ensino de projeto de arquitetura. Inicialmente, é apresentada a atual situação da implementação de BIM por empresas do setor de Arquitetura, Engenharia Civil, Construção e Facility Management (AEC/FM) no Brasil. Em seguida, é apresentado um modelo teórico para um fluxo de trabalho BIM que pode ser adaptado para ser utilizado no Brasil. Tendo como base esse fluxo, que se divide em oito etapas, o papel do arquiteto é discutido, assim como as novas competências requeridas desse profissional. Adicionalmente, o currículo de arquitetura é discutido para saber em quais disciplinas o BIM pode ser introduzido e quais conteúdos deveriam ser ensinados. O estudo se baseou em revisão da literatura, com a qual foi possível conhecer o que muda no ensino de projeto de arquitetura com o uso de BIM.

An Example of Integrating BIM into Architectural Curriculum

An Example of Integrating BIM into Architectural Curriculum

Innovative Teaching in Town Planning in Architecture Curriculum

Bachelor of Architecture curriculum in Indian Universities includes Subject of Townplanning in its Fourth Year of study. It incorporates Planning Theory and Planningstudio both. While teaching Planning in Bachelor of Architecture curriculum, it isnecessary to decide upon the scope of the subject and needs to be orientedappropriately. The aim of teaching Planning to an Architecture student is definitelydifferent as it is essential to understand the need of learning Town Planning for anArchitect and its application in his practice. It is necessary to teach Planning in sync withArchitectural Design projects in concerned Year of Bachelor of Architecture curriculum.Generally the fourth year consists of Housing and urban Design projects in ArchitecturalDesign. Through appropriate content and teaching of planning subject, it needs to beseen that it is supporting and adding to the understanding of the Design curriculum. Outof various aspects of planning it is important to decide which of them are appropriate forArchitecture curriculum. The paper aims at studying the curriculum of selectedUniversities and associated pedagogy. Comparative analysis of these case studies isused to withdraw the inferences. Inferences are also based upon content of syllabus ofPlanning and its application to Architectural Practice. A common module of syllabus ofPlanning is prepared and appropriate pedagogy is suggested in the form of set ofguidelines. The same is applicable for framing the new syllabus structure for concernedsubject in Indian Universities. It consists of feedback from experts in the field ofArchitecture and Planning which contributes for finalizing content of the subject.

Basic design in architectural education in Turkey

Creative activity is one of the most significant parts of architectural education. In the architectural curriculum organisation ‘design studio’ is the unique and preeminent subject. Freshman students encounter ‘design’ first in basic design course, before they know what designing incorporates. The Basic Design is the starting point of initiating creativity in architecture education. It helps each student to understand architecture as a creative and innovative practice in the first year of education. This study analyzes the characteristics of basic design course, the topics of the course contents and its significance in the architectural curriculum in Turkey as well.

Integration of building construction courses in the architecture education programme

The curriculum of architecture education programme is very important in respect to knowing that every course is related to each other. Design courses of curriculum are the combination of technical, theoretical and expression based courses. Building construction courses are technical courses of architecture department programme. As construction courses are the ones that give knowledge about structural systems, materials, structural stability etc. it has a fatal importance in the architecture education programme. The problem is how to integrate construction courses to architecture curriculum and to design studios. In this paper, a method of integration of construction course into design studio with a case study will be discussed. The aim of this paper is to create a reading through experience and practices on integrating construction courses into design studio.

我国高校城市规划专业人才培养中存在的主要问题及其对策研究

新型城市化对城市规划专业人才的需求提出了更高的要求，作为专业人才培养主体的高校应积极应对这种变化。本文通过对代表性“985”及“211”高校的培养目标、专业设立背景、课程设置的现状等方面的系统分析，指出了我国现阶段大部分高校的课程设置偏重于建筑学课程的设置，而忽略了地理学及生态学课程的开设与强化，难以适应新形势发展需要的基本事实，认为修订培养方案与教学计划是当务之急。本文建议：1) 在总课时不变的情况下，适度减少建筑学专业课的数量和课时，为开设生态学和地理学课程提供必要的课时；2) 建立多元化生态学和地理学课程的开设课程体系，即生态学和地理学课程的开设要必修和选修、概论课与分论课结合，使之形成一个完整的课程体系；3) 建立相配套的具有扎实专业知识背景和实践经验的专业教师队伍。 New urbanization puts forward higher requirements to urban planning professionals, and thus as the main body for professional training colleges should actively respond to this change. This paper points out that the curriculum of most universities in this stage emphasizes on architecture curriculum setting, while ignoring the creation and strengthening of geography and ecology course, which cannot adapt to the new situation, and it is considered that the revising training programs and teaching programs are a priority, by systematically analyzing the training objectives of “985” and “211” universities, the profession establishment background, and the current status of curriculum setting. This paper suggests that: 1) with the total class hours unchanged, architecture courses can be moderately reduced, and necessary hours for ecology and geography courses should be offered; 2) a diversified ecology and geography courses system should be established; namely ecology and geography courses should combine compulsory and elective courses, as well as introduction and theory points courses, so as to form a complete curriculum system; 3) professional teaching force should be established with solid professional background and practical experience.

The Idea of the Common: A Pedagogical Assessment of a Graduate Architecture Seminar in Dublin, Ireland

Public space—its history, uses and especially design—lies at the heart of the architectural curriculum. Yet defining this term can be a slippery task: what are we alluding to, specifically, when we speak of public space? Is it an idea, a phenomenon, a distinct place that can be drawn, measured and plotted? In the formal academic discipline of architecture, we freely use and apply this expression and its cognates to a multitude of situations, but we seldom pause to consider, much less scrutinize, its underlying meaning. This essay explores the conundrum of “concretizing” public space through the lens of a graduate seminar. The seminar aims to develop a series of lucid and balanced dialogues pertaining to commonality in the city.

Curriculum Architecture Based on Generalized Multimodal Information Fusion for ITO Training

Curriculum Architecture Based on Generalized Multimodal Information Fusion for ITO Training

Ethical Perspectives on Implementation of Computer Aided Design Curriculum in Architecture in Nigeria: A Case Study of Chukwuemeka Odumegwu Ojukwu University, Uli

The use of Computer Aided Design (CAD) technologies has become pervasive in the Architecture, Engineering and Construction (AEC) industry. This has led to its inclusion as an important part of the training module in the curriculum for Architecture Schools in Nigeria. This paper examines the ethical questions that arise in the implementation of Computer Aided Design (CAD) Content of the curriculum for Architectural education. Using existing literature, it begins this scrutiny from the propriety of inclusion of CAD into the education of the architect and the obligations of the different stakeholders in the implementation process. It also examines the questions raised by the negative use of computing technologies as well as perceived negative influence of the use of CAD on design creativity. Survey methodology was employed to gather data from the Department of Architecture, Chukwuemeka Odumegwu Ojukwu University Uli, which has been used as a case study on how the issues raised are being addressed. The paper draws conclusions on what will make for successful ethical implementation.

Architectural education online and in-class synergies: reshaping the course and the learner

Architectural courses have been traditionally planned in the context of a physical classroom where the direct rapport of the students with the instructor is an unswerving condition for learning. This model was formed, however, at a time when learning was not impacted by technology. Although digital media have infiltrated architectural practice, they still elude architectural design education. The author argues that the integration of online educational practices in architectural curricula can benefit design education immensely by raising interaction and making students assume responsibility for their learning. To demonstrate the gains of online and in-class synergy in architectural education a blended course was set up at the postgraduate program of the National Technical University of Athens, School of Architecture. Current trends of online learning were carefully examined in regard to their compatibility with the architectural design culture of “learning by doing”. The course was eventually founded on the core principles of the connectivist model where learning consists of the ability to construct and traverse networks of connections (Downes, 2012). This approach was chosen because of its affinity to the design praxis where similarly students are required to make critical connections in order to map spatial phenomena and reconstruct the real. Course content was redesigned to comply with its new medium. Students were offered multiple channels of communication. They were also asked to contribute to the content material. Course data analysis demonstrated an unprecedented level of participation, exchange and student satisfaction as expressed in the surveys that followed the course’s completion.

Developing an inclusive curriculum of architecture for students with dyslexia

Abstract Design subjects, including architecture, tend to attract students with dyslexia. The relevant disciplinary skills of three-dimensional design and visual communications often align to these students’ academic strengths. However, as these students progress towards their final award, many appear to find the requirements for extended writing (in the forms of dissertations, reports, etc.), and self-directed personal organization and management to be problematic. A number of interventions, implemented in the architecture curriculum at Northumbria University over a period of five years, seek to provide academic support and alternative assessment methods for these students. The efficacy of these initiatives has been evaluated through a series of semi-structured interviews conducted with graduates of architecture. The enquiry concluded that the development of academic writing skills was viewed by graduating students with dyslexia as desirable with respect to further study and practice; alternative assessment methods provided both problems and opportunities in implementation. Concurrently, staff efforts to understand and manage the impact of dyslexia in higher education studies was highly appreciated in terms of developing self-efficacy and confidence in students’ abilities.

EXPLORE POSSIBILITIES AND OPPORTUNITIES FOR DISTANCE EDUCATION IN ARCHITECTURE (LESSONS FROM INTERNATIONAL EXPERIENCES)

Rapid evolution of communication and Internet technologies has great impact in the development of distance education methods. Also, increasing demand for higher education and the inability of traditional educational institutions to keep pace with this growing demand has led to increased demand for this type of education. Despite of widespread availability of programs and degrees introduced and granted through distance education, academic programs in the field of architecture is still limited. This is probably because the uniqueness of architectural education, which relies on direct interaction between students and professors at studios of design. Thus, a problem happens when transforming architectural curriculum from traditional education to distance education. So, this research tries to explore possibilities and opportunities for distance education in architecture. Analytical methods, both qualitative and quantitative were used to analyze several international experiences of distance education in the field of architecture. Many questions of research were answered that concerning with stating definitions and clear boundaries for different methods of distance education, figuring out the most appropriate methods for architectural education, shedding light on many of technologies used, describing statistically many of academic programs, and finding methods of overcoming problem of physical separation in teaching courses of design studios. Thus, results of this research support directly process of designing educational technical plans in architectural institutions

A Blended Learning Approach to the Teaching of Professional Practice in Architecture

This paper reports on a number of blended learning activities conducted in two subjects of a Master of Architecture degree at a major Australian university. The subjects were related to “professional practice” and as such represent a little researched area of architectural curriculum. The research provides some insight into the student perceptions of learning opportunity and engagement associated with on-line delivery modes. Students from these two subjects were surveyed for their perceptions about the opportunity for learning afforded by the on-line components, and also for their perceived level of engagement. Responses to these perceptions of traditional and on-line modes of delivery are compared and analysed for significant differences. While students were generally positive in response to the learning experiences, analysis of the results shows that students found the traditional modes to assist in their learning significantly more than on-line modes. Students were neutral regarding the opportunity for engagement that on-line modes provided. Analysis of the students’ gender, age and hours of paid work was also conducted to ascertain any relationship with attitudes to the flexibility of on-line delivery; no significant relationship was detected. This study has shown that students were generally resistant to on-line engagement opportunities and their ability to support learning.