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Clues for architectural education： Flexibility in Traditional and Modern Turkish House

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Journal of Environmental Science and Engineering(B) 2015年第7期4卷 395-401页

作者： Guldehan Atay Ikbal Ece Postalci Department of Architecture Mimar Sinan Fine Arts University Istanbu134427 Turkey

Traditional Turkish house which characterized with its original shape of the room, plan layout, construction and roof forms has two main spaces as ＂sofa＂（common space） and the ＂room＂ differentiate it from the houses in different geographies. The flexibility of the room in traditional Turkish house is characterized with its fixed-in-furniture, which supplies all necessities of a person in a house. This paper will discuss the similarities and differences in use of space between traditional Turkish houses and today＇s flats in apartments. The comprehensions will be made through the field works on traditional houses and with the projects of architecture students in Mimar Sinan Fine Arts University, Istanhul. The concept of the students＇ projects is redesigning their own houses. Since the students come from different regions of Turkey, their houses have both similar and different spatial characteristics. Whether the cultural identity of the user plays a role in use of living space will be discussed. The aim of this study is to put the relation between the past and today＇s use of interior spaces of Turkish houses.

关键词： Traditional Turkish house architectural education interior space flexibility.

The Rise of Digital Craftsmen:Study of Digital architectural education in China and the West

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The Rise of Digital Craftsmen:Study of Digital Architectural...

INCORPORATING SUSTAINABILITY PRINCIPLES INTO architectural DESIGN education:RESULTS OF AN EXPERIMENTAL DESIGN STUDIO

2020年全国建筑院系建筑数字技术教学与研究学术研讨会

作者： Deyan Quan Sining Wang 苏州大学

Digital design and fabrication technology is stimulating a paradigm shift in *** emerging form finding and materialisation approaches may curve the trajectory of a conventional pedagogical ***,this paper argues that most architectural schools in China are indifferent to such a trend due to the current syllabus ignoring design and make *** firstly reviews the discourse of a paradigm shift in architectural discipline,explains the rising digital trend within China’s *** by the discussion of an emerging ideology of digital craftsmen in education,which is further elaborated through the study of digital architectural studios taught in Western architectural *** concludes by suggesting a pedagogical approach,which promotes digital craftsmen,to be recognised in the current teaching ideology so that future generations of Chinese architects may prevail.

关键词： Digital paradigm architectural education Digital craftsmen China’s context

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Journal of Green Building 2019年第3期14卷 145-158页

作者： Kamal Eldin Mohamed Soofia Tahira Elias-Ozkan Department of Architecture Izmir Institute of Technology Department of Architecture Middle East Technical University

Design is a structured process or a tactical guideline to accomplish a unique expectation of a product, while a design studio is the environment where students are taught the skills to design the product, which may be a building. Hence, the design studio course is the most important component of the architectural education curriculum;it is where the students get an opportunity to apply the theoretical knowledge gained through lecture-based courses. Yet most theory is not put into practice;consequently, the principles of sustainable design solutions are developed. There is an urgent need to teach future architects how to integrate sustainable design principles into their projects in order to prevent or mitigate environmental degradation due to the negative impacts of building projects. This experimental study initiated a new design studio pedagogy and a novel teaching structure for integrating sustainability principles into the architectural design projects of 3rd year students. It also evolved a testing method to assess the success of the new pedagogy and the students’ final design projects. This paper presents the results of the experimental design studio and delivers recommendations for subsequent sustainable design studio courses.

关键词： architectural education design studio pedagogy sustainability architectural education design studio pedagogy sustainability

Best practices in managing, supervising, and assessing architectural graduation projects： A quantitative study

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Frontiers of architectural Research 2018年第3期7卷 424-439页

作者： Mohammed Ghonim Nehad Eweda Department of Architecture and Building Sciences King Saud University Saudi Arabia Department of architectural Engineering Cairo University Egypt

Graduation project courses refer to the culmination of the learning experiences of higher education. These courses consolidate the disciplinary knowledge gained during architectural education while they integrate most of the learning outcomes of a program, which are intended to prepare students for their transition to the profession of architecture. The educational methods of these courses require constant attention, regular review, and continuous development to remain consistent with the changing standards of the profession given the significance of these courses. The problem lies in the diversity and controversy of these methods, thereby implying inconsistency in the best practices. In this study, several questions are raised in terms of the nature of these courses, enrollment criteria, topic selection, learning experience, and assessment methods. This study aims to investigate the best practices of managing, supervising, and assessing architectural graduation projects to provide guidelines for establishing and/or developing these courses. An analytical deductive methodology is adopted. This methodology is supported by a survey of a sample of 105 worldwide academic architects and is structured into four sections, namely, the analysis of the components of graduation projects, the survey and its procedures, the quantitative findings of the survey, and a discussion of the issues and results. This study draws conclusions to its research questions, thereby extending its influence on the quality of architectural programs and the benefits for individuals who are concerned with their development.

关键词： architectural education Graduation project Supervision method Evatuation tool

Difference in grading parameters in architectural schools and its impact on the competency rating of future professionals

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Frontiers of architectural Research 2015年第3期4卷 230-236页

作者： Oluwole A. Alagbe Adedapo Adewunmi Oluwatayo Peter A. Aderonmu Gbenga M. Alalade Department of Architecture Covenant University Ota Ogun State Nigeria

architectural education in Nigeria is divided into at wo-tier training system of four and two years for undergraduate and postgraduate study, respectively. After the completion of postgraduate study, a student is deemed competent to take the professional practice examination. Success in this examination qualifies a student to be registered as an architect. The competency rating of future professionals in architectural schools in Nigeria is determined through a jury system of scoring based on predetermined grading parameters. However, the grading parameters adopted by assessing authorities （academic professors and practitioners representing the professional body） differ. The difference in the grading parameters employed by the two approved assessing authorities in Nigeria was investigated in this study. Covenant University in Nigeria was used as a case study. The grading parameters and scores for the 2013 academic session were compared to determine similarities and differences, which might have affected the competency rating of students. Descriptive statistics was employed to analyze the data obtained. Results showed a significant difference in scoring by the two authorities. This difference had a significant consequence on the competency rating of students.

关键词： architectural education Competency rating Creative work Jury system Nigeria

Teaching construction sciences with the integration of BIM to undergraduate architecture students

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Frontiers of architectural Research 2020年第4期9卷 940-950页

作者： Asli Agirbas Department of Architecture Fatih Sultan Mehmet Vokif UniversityIstanbulTurkey

This study aims to test two hypotheses:teaching building information modeling(BIM)in relation to construction scienee provides students with a remarkable understanding of the nature of construction scie nee(Hypothesis 1),and if the student has positive attitude toward the use of the BIM program,then efficiency by which construed on science is taught by its means is improved(Hypothesis 2).Results and process of a case study with a novel teaching methodology were discussed in terms of the benefits of the students.A questionnaire study was conducted on the student group with which the case study was performed to test each student's *** were evaluated *** BIM is integrated with the teaching of basic construction courses within architecture degree programs,the students understood the building system principles simply and *** a result of the statistical analysis,the students find the applied method ***,their attitude toward BIM affects the process.

关键词： Building information modeling(BIM) architectural education Construction science Student attitudes

Search for desisn intellisence： A field study on the role of emotional intellisence in architectural design studios

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Frontiers of architectural Research 2014年第4期3卷 413-423页

作者： Sajjad Nazidizaji Ana Tome Francisco Resateiro ICIST DECivil Instituto Superior Tecnico Universidade de Lisboo Avenida Rovisco Pais 1Lisboa 1049-001 Portugal CESUR DECivil Instituto Superior Tecnico Universidade de Lisboa Avenida Rovisco Pais ILisboa 1049-001 Portugal

The design studio is the core of the architecture curriculum. Interpersonat interactions have a key rote during the processes of design and critique. The influence of emotional intelligence （EQ） on interpersonal communication skirts has been widely proven. This study examines the correlation between EQ and architecturat design competence, To achieve this, 78 architecture students were setected via a simple random sampling method and tested using an EO. test questionnaire developed by Bradbury and Greaves （2006）. The scores of five architectural design studio courses （ADS-1, ADS-2, ADS-3, ADS-4, and ADS-5） were used as indicators of the progress in design of the students. Descriptive and inferential statistics methods were both employed to anatyze the research data. The methods inctuded corretation analysis, mean comparison t-test for independent samptes, and single sample t-test. Findings showed no significant relationship between EQ and any of the indicators.

关键词： Emotional intelligence (EQ) architectural education Design competence Design studio

ACHIEVING THE NET-ZERO-ENERGY-BUILDINGS “2020 AND 2030 TARGETS” WITH THE SUPPORT OF PARAMETRIC 3-D/4-D BIM DESIGN TOOLS

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Journal of Green Building 2012年第2期7卷 74-86页

作者： Thomas Spiegelhalter Environmental Technology Lab Florida International UniversityCollege of ArchitectureMiamiFloridaUSA

INTRODUCTION The level of man-made CO_(2) emissions worldwide climbed to a new record of 30 billion tons in *** 2011,at the COP17 *** Change Conference in Durban,South Africa,high-ranking representatives from around the world met again to discuss *** the building sector,numerous energy-efficiency market changes and benchmarking resolutions,like the mandatory E.U.“nearly Net-Zero-Energy-Building(NET-ZEB’s)2018 and 2020 regulations”for all new public and privately owned buildings are now set up to help minimizing carbon emissions and reverse the negative impact.1 In the United States,the American Institute of Architects(AIA)adopted the 2030 Challenge as a voluntary program,where participating buildings aim to achieve a 90%fossil fuel reduction by 2025,and carbon-neutrality by 2030.2 To accomplish these energy goals,designers must strive to best design and utilize the resources available on a ***,are these goals of achieving carbon-neutral buildings possible?How can NET-ZEB’s become the curricular standard and practical routine in education and the profession?To date,the basic curricular design process components with integrated project delivery metrics for a robust 3-D/4-D-net-zero regulatory design framework are either incomplete or missing,However,formally-based curriculums have begun to weave carbon-neutral design tools into their *** research paper critically compares how these new criteria for digital 3-D-building information modeling(BIM),and“Integrated Project Delivery”are mandating a better integration of collaborative carbon-neutral designs into the curriculum and practice of the *** majority of those in architectural academia have been using generative computation primarily for pure,aesthetic form-finding,without applying zero-carbon-energy-driven global performance metrics and CO_(2)e reduction strategies to reiterate derived carbon-neutral *** advantage of 3-D-parametric design is that it links va

关键词： net zero energy building information modeling 3-D and 4-D parametric modeling architectural education life cycle analysis integrated project delivery

Hybrid Architecture:A Studio-Based Pedagogical Framework for Digital architectural Design

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Journal of Civil Engineering and Architecture 2024年第8期18卷 363-372页

作者： Riccardo Balbo IED Turin via San Quintino 39Torino 10121Italy

This article intends to bring a new perspective to the discussion of how studio-based education in architectural studies can improve its quality by embedding meta-tools as paradigmatic frameworks as a learning/teaching *** newly emerging creative and collaborative digital design tools and systems led to the re-shaping and re-definition of the traditional studio-based teaching/learning *** shift does not only comprise of a newly gained ability of using“design toolkits”,but also has substantial cognitive and pedagogical *** paper presents,describes and discusses the application of a new pedagogical approach through the application of a novel knowledge framework,that has been used in the teaching of DAD(Digital architectural Design)in the context of a master’s level course.

关键词： architectural education design pedagogy digital architectural design.