Undergraduate Architectural Education Research Articles

Evolution of Practice in Undergraduate Architecture Education through Institutional Formations

Practice has always had an important place in the basis of architectural education, which exists with the mentoringsystem. With the influence of studio culture, practice has been relatively more prominent than theory in architectureundergraduate education. While the practical tendency in architectural education, which became theoretical withBauhaus, takes place in workshops, an architectural education pedagogy is shaped in research-practice intersectionswith environments such as the Space Syntax Laboratory established at UCL. It can be said that technology plays anactive role in the orientation of education. This study investigates the question 'How has the practical approach inarchitectural education been transformed?’ By using the historical research method, it examines the methods andenvironments of the realization of practice in architectural education. It reveals architectural education within fivedistinct periods: The ancient period, the Renaissance period, the Modern period, the Post-modern period, and theContemporary period. The convergences and disconnections between the workplace, competition, studio, andlaboratory, which are determined as the environments of practice in architectural education, are analyzed. As a result,it aims to provide a critical analysis of the current opportunities and future practice possibilities that practice offers toarchitectural education.

A methodology for 3D digital sketching practice in undergraduate architectural education

Paper-based sketches used in the first stage of architectural design have started to be replaced by digital sketches. Since many universities have switched to online education during the pandemic period, digital sketches have come to the fore in this period. It is seen that the architectural forms in the digital sketches are shaped according to the computer programme used, especially in undergraduate architecture education. This situation was identified as a problem in this study. As a solution to this, it is aimed to develop a method in order to develop the form-oriented creativity of the students in the computer environment. After the experimental case study, a questionnaire was conducted with the students to evaluate this method. It has been concluded that the exercise method proposed in this study can enable students to make digital sketches more easily.

Multilayered and Interacting Course Design Approach in Architecture Education: A Case of Building and Construction Technology Courses and Studios

Building and construction technology education is a crucial component of architecture education, providing knowledge on tools and methods for designing and realizing building designs. While it provides knowledge as an input to other disciplines, it is also supported by the knowledge the other courses offer. On the other hand, these multilayered and interacting relations within the fields of architecture education may not be well-reflected in education curriculums, or implementation problems may occur. However, designing the architecture education curriculum based on these interacting relationships directly affects the education quality and educational outcomes. Within this respect, the AGU Department of Architecture provides a flexible curriculum design, which aims to provide experience in research and design during undergraduate architecture education and raise responsible team leaders or members. Therefore, building and construction technology courses of the curriculum are designed following the paths of the department’s and the university’s educational principles to engage all architecture disciplines with a multilayered and interacting approach. This paper explains the course design approach developed for and experienced with building and construction technology courses by aiming to contribute to the architectural design education literature from the technology education perspective. It sets forth the instructional design models and teaching methods used for designing the building and construction technology courses and also explains the course interactions within the curriculum.

Learning-by-Doing using 3D printers: Digital fabrication studio experience in architectural education

With transition to Industry 4.0, the usage area of Three-Dimensional (3D) printing technology has shown a rapid increase recently. Apart from scientific fields such as engineering, architecture and medicine, it has expanded its scope in many other fields. The aim of the study is to provide pedagogical guidance to educators and students by presenting a three-dimensional printing education as a case study in the digital design studio course as well as to make the students experience the Learning-by-Doing processes. This case study focuses on the importance and integration of 3D printing technology into undergraduate architecture education and seeks to strategically integrate this technology into the curriculum. The results of the study showed positive student responses to the inclusion of 3D printing and the use of 3D modeling techniques, which increased students' interest and participation in their projects and improved their understanding and visualization of design concepts. According to the results, 76% of the students, who took the course, were observed to make significant progress in the use of 3D modeling tools, 75% of them found solutions to the problems related to making 3D models printable and 69% of them made progress in converting their designed models into 3D.

Integrating Computational Fabrication Methods with Architectural Education

Today, technology is developing rapidly. It changes architectural design and building techniques. To these changes up education system should be updated and be integrated with the novel technology. Tomorrow’s professionals only be educated with this way. To make novel technology a part of architectural education, computational fabrication laboratories should be established and be integrated with architectural curriculum. They have the potential to transform architectural education processes. Within this context, this study tries to integrate computational fabrication methods with architectural education. The aim of the study is to share the process and results of a series of exercises applied to the use of computational fabrication tools and methods at the undergraduate level of architectural education. The study deals with exercise processes in a multidimensional scope. In this framework, constructivist learning processes, the concept of metacognition, the flipped classroom model and portfolio evaluation method played a role in the creation and evaluation of the exercise processes. Integrating computational fabrication laboratories with educational processes brings the student to play an active role in the exercise process. This approach is defined as constructivist learning process. In this way, it is ensured that the students can construct their own thinking and understanding processes. While the verb "teaching" is in question in conventional or objectivist education processes, the verb "learning" comes to the fore in constructivist processes. The instructor does not give the information directly but directs the student to reach the information. Flipped classroom model and portfolio evaluation are used as the methods of this study. The background of the exercises is supported by constructivist learning processes and metacognition concept. Within the exercise processes computational fabrication processes such as CNC laser machining and robotic milling were experienced. Within this study four exercises were performed to make the students experience computational fabrication methods: Unfolding, Tessellation, Sectioning, Folding and Moulding. To evaluate the exercise series success portfolio evaluation method was used. The answers in the portfolio to the questions of “What is the aim of this study?” and “What did you learn from this study?” are compared with the aim and learning outcomes of the exercises. As a result of this study, it is seen that the students’ knowledge on file-to-factory process is increased. They learned how to make ready a parametric model for computational fabrication. Based on student portfolios, it has been determined that students have begun to realize the potentials of computational fabrication tools. The students learned how to use computer aided manufacturing software, and even they could manage to define toolpaths on their own. This shows that, undergraduate architectural education level is not early to teach students computational fabrication tools and software.

Undergraduate Architecture Education Driven by International Engineering Accreditation and Architecture Evaluation

Driven by international engineering accreditation and architecture evaluation, the undergraduate architecture atHuizhou University proposes an innovative curriculum plan to cultivate the graduate attributes. This paper is illustrated by the design project for second-year students, launched by six universities across different regions in China. The fruitful results show that it is a beneficial attempt for undergraduate architecture education in curriculum renovation.

نحو منهجية مزدوجة في تدريس القياس لأعمال البناء في التعليم المعماري الجامعي Towards A Dual Methodology in Teaching Measurement of Building Work In Undergraduate Architectural Education

يواجه التعليم الجامعي في مجال العمارة والبناء تحديا کبيرا منذ ظهور تقنية نمذجة معلومات البناءBuilding information modelling (BIM) التي غيرت من أساليب الممارسة الفعلية لصناعة البناء، وطورت أيضا طرق وأساليب قياس الکميات وتقدير التکلفة لأعمال البناء، مما يستوجب إعادة النظر في الإستراتيجيات والطرق التي يتم بها تعليم وتدريس الطلاب أعمال القياس في برامج التعليم الجامعي المتعلقة بالعمارة والبناء، التي مازالت يتم فيها الترکيز بشکل کبير على تعليم الطرق التقليدية بالتفصيل والقليل من إستخدام تطبيقات البرامج المتخصصة في ذلک، من منطلق هذه الإشکالية قام الباحث بتطوير منهجية مزدوجة لتدريس وتعليم القياس لأعمال البناء في مناهج التعليم المعماري، حيث تفترض الدراسة أن الجمع بين فهم أسس ومبادئ عمليات القياس التقليدية مع إستخدام إمکانيات وأدوات تقنية نمذجة معلومات البناء في التنفيذ سوف يسهل أساليب التعليم والتعلم ويحسن أداء الطلاب، وتهدف الدراسة إلى تطوير وتحسين تعليم مبادئ وأسس القياس ببرامج التعليم المعماري الجامعي، وتم إستخدام المنهج التجريبي لقياس مدى فاعلية المنهجية المقترحة في تدريس مقرر المواصفات وحساب الکميات الذي يقدم لطالبات برنامج التصميم الداخلي بجامعة طيبة بالمملکة العربية السعودية، حيث قام الباحث بصياغة المنهجية وعرض خطة لتطوير المقرر بما يتناسب معها، وشرح مراحل التطبيق وتقييم فاعليتها في تحسين أداء الطالبات من خلال نتائج الإختبارات النظرية والعملية وتقييم المشروع التطبيقي، ثم تقديم إستبيان لإستطلاع أراء الطالبات لتقييم جودة وفاعلية المنهجية والمهارات والتقنيات المستخدمة وتحليل إجابات الإستبيان بالطرق الإحصائية الوصفية، وإستخلاص النتائج التي کان من أهمها إمکانية تفعيل المنهجية في تدريس القياس ببرامج التعليم المعماري لزيادة کفاءة الأداء والإحترافية والدقة لمخرجات التعليم والتعلم ولتأهيل الطلاب لمواکبة المهارات المطلوبة بسوق العمل. Architecture undergraduate education has been facing a major challenge scince the emergence of building information modelling technology that has changed the practice methods of the construction industry, and also developed methods of measurement and cost estimation for construction works. Therefore, it is necessary to reconsider the methods of teaching measurement. In which there is still a great emphasis on traditional methods and little of using specialized BIM software applications. Based on this problem, the researcher developed a dual methodology for teaching building measurement. The study assumes that combining understanding principles of traditional measurement processes with using (BIM) capabilities, will facilitate teaching and learning and improve student performance. The study aims to develop and improve teaching the foundations of measurement. The experimental method was used to measure the effectiveness of the proposed methodology in teaching the interior design program students at Taibah University in Saudi Arabia. The researcher presented a plan to develop the course, explained the stages, and evaluated its effectiveness in improving the performance, then submitted a questionnaire to survey the students’ opinions and analyzed their responses by descriptive statistical methods. The most important result is the possibility of activating the methodology in teaching measurement in architectural education programs to increase performance efficiency and qualify students to keep up with the skills required in the labour market.

Kreativitas serta Tradisi dan Inovasi dalam Pendidikan Arsitektur

Title: Creativity with Tradition and Innovation in Architectural Education
 
 Our undergraduate architecture education is generally oriented towards professional education and not academic education. This professional education originated from the tradition of workshops and skills, in addition to being heavily influenced by the world of art and culture. Therefore, many are characterized by the existence of trial and error caused because the problem is wicked rather than tame. Professional education with a touch of art that is wild will really need a very close interaction between the master and apprentice. Because of this system, the transfer of skills and knowledge will move effectively. The quality of the design can basically be improved by studying precedents (architectural works that already exist and are considered successful) and a further understanding of the principles underlying the architectural work (principles, ideas about aspects that make architectural works successful). Regarding the implications of use and image for the architectural work). Like other creative artists, architects use some strategies that they are accustomed to from time to time. They learn through experience, absorbing lessons from each design case so that later works will be influenced by previous works. Redrawing and imitating the master's work consciously is an important step here. After observing and imitating, it is hoped that the beginner can consciously discover the principles that underlie the work of the expert. In the end, it is hoped that the beginner will someday be able to work with a strategy that is more in line with his abilities and wishes. Now, our challenge is how these things can be done well, while the interaction of lecturers and students, apprentices and apprentices, is limited due to the pandemic.

Developing excellent architectural education for best practices in Libya

During the last decade there has been a rapid transition to digitisation in the construction sector across interconnected project stages, including design, construction, and operation. The research described in this paper aims to establish pathways to develop an excellent architectural education in Libya, in regard to relevant concerns on restructuring the curriculum to bridge the gap between educational output and professional requirements. An extensive literature review is adopted at the initial stage of the described research in order to establish a comprehensive understanding of architectural education in Libya. The findings from a preliminary literature review indicate that the absence of appropriate plans and obsolete curricula are critical issues in the current provision and further development of architectural education in Libya, and it is important for the continuous improvement of a nationwide architectural education curriculum that can strongly support students to develop relevant knowledge and skills to be prepared for their professional careers in helping to rebuild the country. In addition, it is crucial to establish a comprehensive architectural education programme at undergraduate level by adopting advanced digital technologies and enhancing collaborative learning for students to develop their competence with the appropriate body of knowledge and skills, which are important for their future careers and to increase architects' contribution to the development of economy, society, and the culture in Libya. It is expected that the described research can make a good contribution for professional practice enhancement in undergraduate architectural education in Libya, and to inform academics around the world with regard to the latest research and development for the best architectural education practice in Libya.

Teaching BPS to architects: A closer look at the building performance simulation ‘consumer’ and ‘performer’ training paradigms

This contribution builds upon a previous study, in which three university-level BPS training paradigms were identified. Using a critical literature review, we focus on two of these; training the ‘consumer’ and ‘performer’ architect, exploring similarities and differences between teaching approaches of these two paradigms. Divergences are found in the location of BPS teaching content within the wider scope of architectural program delivery. The ‘consumer’ paradigm is generally followed in undergraduate architectural education, tends to be taught as an elective module and is almost always linked to a design studio component. The ‘performer’ paradigm is linked to both undergraduate and postgraduate architectural education, is mostly affixed to stand-alone core technical modules and is sometimes attached to the design studio. Similar BPS performance domains are taught across both paradigms, but the rationale underlying BPS tool selection differs. Visualization capabilities and ease-of-learning tend to be the criteria used to justify selection of BPS tools used in articles describing the ‘performer’ paradigm. On the other hand, assignment of BPS tasks to an ‘expert’ under the ‘consumer’ paradigm allows for software with more complex analytical functions to be selected. To conclude, the findings demonstrate how moving beyond descriptions of individualized teaching experimentations in BPS research, toward cross-paradigmatic studies of BPS education, many contribute to the construction of a much-needed foundation to support BPS teaching in the future.

Specialization versus Generalization in Undergraduate Architectural Education

In fact, the issue of specialization in the architectural profession and education seems to be controversial. Within the distinct diversity of their types, some undergraduate architectural programs introduce specialized education, while many other programs still offer generalized education. This situation raises a question, to what direction should the future of undergraduate architectural education be oriented? The intention to conduct this study is to introduce an objective basis to settle this controversy, to bridge the gap in literature dealing with this issue, and to emphasize its impact. The research included in this study investigated the opinions of 121 academic and professional architects worldwide through an online survey. This paper includes five sections; the first provides an overview of the topic. The second documents the survey and its procedures. The third and fourth sections include the quantitative and qualitative findings of the survey. And finally, the fifth discusses the findings and provides answers to the research questions. Findings were revealed regarding several aspects; the level of specialization required in undergraduate architectural education, the appropriate timing and methods for integrating the specialized education in architectural programs, the impacts and concerns of specialized education in architecture, and finally, the current important specializations in architecture.

AN ASSESSMENT OF PROFESSIONAL PRACTICE TRAINING IN UNDERGRADUATE ARCHITECTURAL EDUCATION

The scope of the architectural profession, one of the oldest professions in human history, has changed with the advent of technology. Likewise, architectural education also changes and improves all the time. Accrediting bodies evaluate architectural education and improve them through competence activities. In this study, the requirements identified by National Architectural Accrediting Board (NAAB), an international accreditation body, and the national accreditation body Architecture Accreditation Board (MIAK) have been reviewed, upon which it has been found out that professional practice has an important share in architectural education but has not been the subject of current research. Therefore, the study aims to assess the situation in Turkey in terms of undergraduate architectural education with respect to professional practice and identify the weaknesses thereof, hence contributing to architectural education. In this context, the professional practice requirements among the NAAB and MIAK requirements have been reviewed and the areas that need to be covered in terms of professional practice within undergraduate architecture programmes have been identified. The professional practice courses in undergraduate architecture programmes and the course contents have been analysed to demonstrate the current situation of professional practice training in undergraduate architecture programmes in Turkey. The data for the analysis of courses and course contents have been gathered from the webpages of universities. Content analysis method has been used in assessing course contents.

A PEDAGOGICAL APPROACH TO INTEGRATE PARAMETRIC THINKING IN EARLY DESIGN STUDIOS

Parametric design has been perceived as a highly sophisticated set of procedures requiring complex specialized softwares, making its introduction as part of undergraduate architectural education difficult. The aim of this study is to explore the possibility of introducing parametric thinking to novice architectural design students, using a purpose-designed non-CAD method. After a detailed lecture, students were asked to use the method to perform a design task based on parametric design principles and inspired by elements from vernacular architecture. Students’ feedback was obtained in regard to three learning domains: Intellectual Skills, Cognitive Strategies, and Affective; and the effects of previous knowledge of CAD and gender were explored. The data was analysed statistically. Results showed that the method has managed to successfully address the three learning domains, with most of the students expressing a strong intention to learn more about Parametricism. Both genders were found to be equally prepared to receive and accept information about parametric design through our method. Students with previous CAD training showed better control over the method, whereas the other group showed better appreciation of the concept. It is concluded that when parametric thinking is seen as a pedagogic intention and not as a design tool, it can be effectively introduced to novice design students, in order to prepare them to meet the demand in practice for graduates who are aware of the recent trends in architectural design and form generation processes, and who are prepared to use the latest digital tools efficiently.

A Research on Undergraduate Architecture Teaching Approach Based on Integration of Architectural Design and Architectural History Teaching

Undergraduate Architecture Education comprises these two major aspects: architectural design teaching and architectural history teaching. Due to different philosophies on curriculum, teaching methods, architectural design teaching and architectural history teaching have been long separated, which led to a disjunction between theory and practice, authentic project and scientific research. Under such circumstances, a new teaching approach based on integration and system optimization of architectural design and architectural history is highly demanded, which is of great significance to teaching. The practice of Architecture Undergraduate Program in Huizhou University signifies an innovative path for teaching research and reform. All steps are organized in a systematic way and the mission that we commit to nurturing graduates with application and innovation is fulfilled.

Rule-based vs. intuition-based generative design: an inquiry into the digital chain concept in undergraduate architectural education

While the digital chain concept has been explored in a number of architectural projects, only a few have pedagogically investigated the specific generative design methods in such a process. Different schools of thought have emerged in this regard. Some promote the rule-based approach, where specific rules are more dominant than inspiration and intuition, and vice versa. Based on an inquiry into the digital chain concept within the context of a digital design course, we argue that there exists a set of dynamics that govern the implemented generative methods, that is neither fully rule-based nor intuition-based, but a hybrid of both.

Designing student learning outcomes in undergraduate architecture education: Frameworks for assessment

On the cusp of transition to the National Architectural Accrediting Board (NAAB) 2009 Conditions for Accreditation, and at the juncture of higher education's transition into a culture of assessment, this paper addressesthe rationale and frameworks for the design of student learningobjectives. The circumstances of undergraduate architectural education are the primary target here, but the same principles will apply to graduatelearning as well. The discussion is itself framed by a comparison to aset of model student learning objectives published by the American Psychology Association, and is structured within the conventionalplanning model of mission, values, goals, objectives, tactics, and strategies. For the purpose of discussion, the authors propose severalhypothetical examples.

Contemporary Qatari architecture as an open textbook

This paper advocates the integration of research into undergraduate architectural education by arguing for the exposure of students to primary source materials that enable them to get as close as possible to the realities being studied. It introduces the concept of “utilizing the built environment as an open textbook” by outlining a framework within which an impressionistic approach for evaluating the built environment through experiential learning can be incorporated. It argues for exposing students to primary source materials and for educating them about the production of knowledge. The papers outlines an approach for learning from Qatari architecture by conducting procedural evaluation of ten buildings identified based on discussions with students. Findings indicate that students were able to make judgments about the built environment and to give reasons for those judgments. However, students’ analyses reveal shortcomings in their abilities to comment, where some could not express their concerns verbally while few could not write an understandable reporting statement. Students’ feedback on this experiment reveals that this approach helped them recognize what to look for in the building, understand relationships between different design factors, while comprehending the impact of one factor over others. Based on these results the need for incorporating evaluation research through experiential learning into architectural pedagogy is emphasized.

Building Structure Design as an Integral Part of Architecture: A Teaching Model for Students of Architecture

This paper explores the place of structural design within undergraduate architectural education. The role and format of lecture-based structure courses within an education system, organized around the architectural design studio is discussed with its most prominent problems and proposed solutions. The fundamental concept of the current teaching model in the Middle East Technical University (Ankara, Turkey) is quite appropriate for the education of future architects. If we consider that the main occupation of an architect is to design, then, naturally, the design studio should be at the center of the curriculum. Since the act of designing cannot be realized without artistic skills and scientific and theoretical knowledge it is also suitable that the activities in design studios are backed up with relevant lecture courses. On the other hand, the importance of effective structural design knowledge for an architect is emphasized within the context of a country that encountered major earthquakes in the past.

Learning from the Environment: Evaluation Research and Experience Based Architectural Pedagogy

Debates on higher education assert that a university mission should foster a campus environment that nurtures exploration and critical thinking. Today, inquiry and investigation are viewed as activities central to undergraduate programs. This paper advocates the integration of research into undergraduate architectural education by arguing for the exposure of students to primary source materials that enable them to get as close as possible to the realities being studied. The paper generates a critical discussion on idiosyncrasies and misconceptions about knowledge acquisition and production. It explores the status of research methods courses in selected undergraduate architecture programs from the Middle East. An attempt at integrating evaluation research and experiential learning into architectural pedagogy is presented as a case from King Fahd University of Petroleum and Minerals (KFUPM). A framework toward a transformative architectural pedagogy is introduced to complement traditional teaching techniques. It outlines a number of related concepts together with the supporting learning mechanisms, activities, and settings. It is suggested that this framework would invigorate the capabilities of future architects to be more culturally and environmentally responsive, critical thinkers, and engage in the production of knowledge.