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1. Spatial Cognition Support for Exploring the Design Mechanics of Building Structures (EJ799792)
Author(s):
Rudy, Margit; Hauck, Richard
Source:
Journal of Interactive Learning Research, v19 n3 p509-530 Jul 2008
Pub Date:
2008-07-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Construction (Process); Architectural Education; Architecture; Semantics; Engineering Education; Structural Elements (Construction); Computer Uses in Education; Computer Simulation; Visualization; Constructivism (Learning); Construction Industry; Spatial Ability
Abstract: A web-based tool for visualizing the simulated structural behavior of building models was developed to support the teaching of structural design to architecture and engineering students by activating their spatial cognition capabilities. The main didactic issues involved establishing a consistent and complete three-dimensional vocabulary (3D) throughout a base collection of structural system diagrams that is as related to familiar two-dimensional (2D) conventions and as intuitively "legible" for architecture students as possible. To this end, the visualization techniques used in a number of structural simulation programs for engineers were assessed according to didactic criteria in the context of the architecture curriculum at two levels: semantic initial assessment for preliminary user-interface design and explorative learning effectiveness based on prototype implementations. The results suggest generalized criteria for modeling multidimensional constructivist learning resources aimed at higher education in the architecture, engineering, and construction (AEC) domain. (Contains 3 notes, 2 tables, and 14 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Designing a Utopia: An Architectural Studio Experience on David Harvey's "Edilia" (EJ798471)
Yesilkaya, Nese Gurallar
International Journal of Art & Design Education, v27 n2 p181-191 Jun 2008
2008-06-00
Journal Articles; Reports - General
Descriptors: Architecture; Creativity; Critical Thinking; Studio Art; Architectural Education
Abstract: The design of a utopia was devised as a studio project in order to bring critical thinking into the design studio and to stimulate creativity. By suggesting a utopia, the pedagogical aim was to improve progressive thinking and critical thought in the design education of architectural students -- and also future architects. From this perspective, the utopia called Edilia, from the book Spaces of Hope by the critical geographer David Harvey, was taken as a basis for the students to design a utopic environment. In addition to Harvey's book, students were not only challenged by the idea of an alternative society but also by the idea of a different space. Utopia, as an inter-disciplinary subject, brought various issues and different perspectives into the design studio such as public and private realms, everyday life, work, leisure, nature, technology and sustainability. With the help of the concept of utopia, a theoretically-informed design studio enabled students to criticise the existing world, dream about an alternative one and make the design of their dreams in a creative way. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Architect as University President (EJ788994)
Barker, James F.
Chronicle of Higher Education, v54 n26 pB32 Mar 2008
2008-03-07
Journal Articles; Reports - Descriptive
No
Descriptors: Architectural Education; Architecture; Master Plans; College Presidents; Land Grant Universities
Abstract: Architecture blends the arts and sciences in a vigorous way--one well suited to a university presidency. In this article, the author shares how his architectural education and background prepared and helped him for his responsibility as president of Clemson University. A big part of his responsibility is to help plan, financially support, build, and maintain campus facilities, as well as to develop campus master plans. As a land-grant institution, Clemson has more than 30,000 acres of campus and research lands statewide, 200 buildings, and at least six million square feet of built space. Those buildings range from cow barns to one of the nation's top academic electron-microscope facilities. Architecture is the ideal background for the author's job for reasons that are both philosophical and very practical. It taught him to think visually as well as verbally, to listen intently to the needs of clients and colleagues, to seek feedback and test his ideas, to dream big dreams but make concrete, "buildable" plans. On a much deeper level, however, the author believes architectural education offers a model of how to meet some of the clearest challenges facing universities today. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Some Schools of Architecture Could Use a Good Architect (EJ788974)
Fisher, Thomas
Chronicle of Higher Education, v54 n26 pB19 Mar 2008
Descriptors: Architectural Education; Architecture; Educational Facilities Design; Higher Education
Abstract: Like the proverbial shoemaker's child who goes barefoot, many architecture students learn the best practices of their discipline in some of the worst buildings on their campuses. The problems with the newest architecture-school buildings, says the writer, are both similar and solvable. In a new book, teams of architecture faculty members and students evaluated the function, technology, and aesthetics of 16 recently built schools of architecture, surveying passers-by about the buildings' exteriors and asking users about their interiors. Of the three architecture schools whose exteriors received the highest ratings, two occupied historic buildings, and all three respected the context of the surrounding campus. The three schools that onlookers most disliked are new buildings that purposefully stand apart from the surrounding structures and express the relatively idiosyncratic aesthetics of their architects. These differences represent a division among architects not just about the purpose of education, but about the discipline as a whole. Professors, staff members, and students inside these buildings are not more sympathetic to them: the surveys revealed extensive dissatisfaction among the users in many schools, much of it having to do with environmental factors: poor acoustics, bad lighting, uneven heating or cooling, and inadequate ventilation. A somewhat surprising result of the post-occupancy evaluations involved the sometimes-confusing circulation patterns inside architecture schools. Of all the things that architects should do well, organizing a building in a clear and coherent way is one of them. And yet the students and staff members in several schools reported initial difficulties finding their way around, and continuing inconveniences related to noisy hallways, dark stairways, or inadequate accessibility. Ironically, the confusing or inconvenient circulation seems to stem, in some of these buildings, from an apparent fascination on the part of their architects with the movement of people. What can appear, from one perspective, to make a space dynamic or a building lively can, from another point of view, lead to uncertain directions or unnecessary distances. The degree to which architecture schools in the survey were able to connect the interior to the exterior landscape also varies and the post-occupancy evaluations of some schools uncovered a recurring criticism of often underfinanced and sometimes poorly designed landscapes. The nature of architectural education, like professional education in general, is changing, and the writer concludes that schools of the future may be quite different from those recently built. The prevalence of powerful portable computers, wireless access to information, and digital display technology has freed students from having to work in noisy or distracting environments, which may make the traditional studio space irrelevant, or at least force it to become more accommodating. At the same time, the growing interest among many students in community-oriented projects and in interdisciplinary connections suggests that the architecture school of the future may become less a building that is an inwardly focused island on the campus and more of a gathering point for new types of relationships across communities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Artful Writing: Well-Crafted Words Complement Well-Drafted Images (EJ788957)
Weinstein, Norman
Chronicle of Higher Education, v54 n26 pB21 Mar 2008
Descriptors: Architectural Education; Technical Writing; Architecture; Content Area Writing; Descriptive Writing
Abstract: Speaking plainly, says the writer: too many architecture students can't write. After hearing graduate architecture students defend their designs at a midterm studio review, the writer observed that, under questioning, several students became inarticulate and left participles or sentences dangling. While this may be understandable, the writer also noted moments when professors also seemed at a loss for words. Recognizing that few schools of architecture offer courses on writing about architecture, Weinstein advocates for at least two required writing courses. One is a variant of technical writing: no-frills, materials-based, trade language, but a technical writing infused with artful expression, sensory immediacy that reflects architecture as a meeting ground of artful design and scientific engineering. Weinstein's second course is described as "aesthetically colored writing thoroughly infused with scientific weight and precision as well as commercial savvy," driven by technological advances that require complex, multidimensional, written descriptions that can be translated into commercially compelling narratives for the general public. In an image-saturated culture, it may not be surprising that architecture students prefer to point to models or computer-generated images. But when today's students run their own firms and communicate regularly with their clients, concludes the writer, they will need to know more than how to make a building stand. How can buildings that seem to take flight, asks Weinstein, be explained in rippling, fluid, locomoting glory, except through a metaphorically rich, lyrically evocative writing? Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Rehearsal of Professional Practice: Impacts of Web-Based Collaborative Learning on the Future Encounter of Different Disciplines (EJ812918)
Karakaya, Ahmet Fatih; Senyapili, Burcu
International Journal of Technology and Design Education, v18 n1 p101-117 Jan 2008
2008-01-00
Descriptors: Architecture; Cooperative Learning; Internet; Interdisciplinary Approach; Communities of Practice; Architectural Education; Case Studies; Web Based Instruction; Participant Satisfaction; Program Evaluation; Instructional Effectiveness; Student Surveys; Interior Design; Teaching Methods
Abstract: This study argues that the shift towards a more multidisciplinary professional life in contemporary design practice requires design curricula to equip students with collaborative skills. The study offers that by the aid of web-based collaborative learning (WBCL) in design education, different disciplines may be brought together during their education. A case study is held as a rehearsal of professional life; involving architecture and interior architecture students collaborating on a common project, using WBCL. The evaluations of the participating students about the process were analyzed. The findings convey that there is a mutual problem of recognition of professional domains. In order to diagnose and possibly reconcile tensions that may occur due to this problem in professional life, this paper asserts that integrating interdisciplinary work to the design curricula would be beneficial. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. "I Myself Want to Build": Women, Architectural Education and the Integration of Germany's Technical Colleges (EJ780291)
Stratigakos, Despina
Paedagogica Historica: International Journal of the History of Education, v43 n6 p727-756 Dec 2007
2007-12-00
Descriptors: Architectural Education; Architecture; Technical Institutes; Females; Biographies; Foreign Countries; Statistical Analysis; Profiles; Public Policy; Educational History
Abstract: This article reconstructs women's entry into the architecture classrooms of Germany's "Technische Hochschulen," which were, and remain, the nation's primary institutions for training architects. Created in the 1860s and '70s to supply an industrializing nation with well-educated engineers and building officials, these elite colleges resisted opening their doors to a "non-productive" population. The story of their integration begins at the end of the nineteenth century, when women first demanded permission to attend lectures. The schools' protectionist response to these efforts sought to limit women's access to general studies, keeping disciplinary programs, including architecture, a male domain. The foothold women gained in the general studies departments was, nonetheless, an important first step, and the means by which this was accomplished as well as their reception is considered. The author then turns to the integration of architecture departments proper, from the admittance of female auditors at the turn of the twentieth century to the struggles for full matriculation and the awarding of the first architecture diplomas to women. Into a larger institutional framework, the essay interweaves individual stories that serve to put faces on government policy and to emphasize the human effort behind the "firsts" of history. In addition, a statistical analysis of forty women who completed an architectural education at the THs during the Imperial period enables construction of a broad profile of the first generation of women architects. This collective profile, together with the individual biographies, provides a more textured account of who these women were and how they managed to secure an education for a profession then considered the rightful and exclusive preserve of men. (Contains 3 figures and 126 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Predictors of Future Performance in Architectural Design Education (EJ771477)
Roberts, A. S.
Educational Psychology, v27 n4 p447-463 Aug 2007
2007-08-00
Descriptors: Architectural Education; Secondary Education; Higher Education; Academic Achievement; Cognitive Style; Spatial Ability; Predictor Variables; Cohort Analysis; Undergraduate Students; Correlation; Foreign Countries
Abstract: The link between academic performance in secondary education and the subsequent performance of students studying architecture at university level is commonly questioned by educators and admissions tutors. This paper investigates the potential for using measures of cognitive style and spatial ability as predictors of future potential in architectural design education. The research investigates the relationship between the academic performance of three cohorts of architectural students and their cognitive style (as measured by the Cognitive Style Analysis), spatial ability (measured by the redrawn Vandenberg mental rotation test), and performance in secondary education (measured by the make-up of their portfolio of secondary qualifications). The results from the research provide little evidence to suggest that any of the measurements were good predictors of eventual performance. Neither were there any significant interactions between the test scores, performance, and gender. Nevertheless, there was evidence suggesting that students with certain cognitive styles were less likely to complete the course, particularly those with a verbaliser cognitive style. Furthermore, a significant proportion of female, wholist students also failed to complete the course. (Contains 1 figure and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Laying Out a Blueprint for Diversity (EJ767493)
Pluviose, David
Diverse: Issues in Higher Education, v24 n9 p9-11 Jun 2007
2007-06-14
Descriptors: Architecture; Disproportionate Representation; Cultural Pluralism; Females; Minority Groups; Community Colleges; Architectural Education; Partnerships in Education; Certification
Abstract: The 2004 statistics from the American Institute of Architects--the profession's leading membership association--indicate that just 7 percent of its licensed or registered members are underrepresented minorities. Only 12 percent are women. As Blacks and Hispanics each make up about 13 percent of the overall population and women comprise roughly half of the population, this gaping disparity has prompted widespread calls for change. Recently, University of Maryland architecture professor Gary A. Bowden hosted a panel discussion at the University of Maryland featuring leading architects tasked with coming up with ideas on how to bring more diverse faces into the profession. Part of the challenge in boosting the diversity of the architecture field is an extensive registration process, many architects say. The registration path limits women, in a certain way, because it is designed to take a person straight out of college and then have them work as a professional for three years and then be able to take the exam--those are [women's] most productive and likely childbearing years. So many women exit that process to raise children and never catch up again. To combat that scenario, some have suggested altering the licensure process to allow women to take maternity leave and resume the process without penalty. Another option is to partner with community colleges to help diversify the profession. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Reflective Subjects in Kant and Architectural Design Education (EJ758502)
Rawes, Peg
Journal of Aesthetic Education, v41 n1 p74-89 Spr 2007
2007-00-00
Descriptors: Building Design; Architecture; Aesthetics; Reflective Teaching; Metacognition; Art Expression; Phenomenology; Cognitive Style; Architectural Education; Hermeneutics; Schematic Studies; Value Judgment; Learning Theories
Abstract: In architectural design education, students develop drawing, conceptual, and critical skills which are informed by their ability to reflect upon the production of ideas in design processes and in the urban, environmental, social, historical, and cultural context that define architecture and the built environment. Reflective actions and thinking are therefore inherent in the education of the architectural designer and in the individual student's experience of inhabiting the built environment. This paper explores these reflective modes of production in order to challenge the determinism in spatial thinking that persists in formalist approaches to architectural theory and design. Part I examines how Kant's theory of reflection in the "Critique of Judgment" (1790) is valuable for a discipline that requires both geometric and spatial reasoning in its design processes, suggesting that the reflective subject enables internal and embodied experiences of space. Part II considers the role of reflective judgment in three examples (or "subject-figures") of architectural design education, exploring how it informs a student's active development of aesthetic and technical judgments. The discussion therefore explores how Kant's philosophy may reconnect the reflective subject and the geometric figure through the embodied activities of inhabiting, drawing, and theorizing architecture. (Contains 26 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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