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

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 strategy.The 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 processes.The shift does not only comprise of a newly gained ability of using“design toolkits”,but also has substantial cognitive and pedagogical implications.The 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.

Students＇ motivation for architecture education in Uganda

Understanding the persistence and success of students has gained increasing attention to unravel the ＂architectural education black-box.＂ However, the motivation and pre- socialization of incoming students were largely ignored as these factors fell outside the direct control of architecture schools. Motivational factors can affect the educational process given that the values, expectations, and career-related goals of incoming students influence their attitudes to education. This study seeks to uncover the motivational factors of applicants to an architecture program in East Africa and appreciate those factors that lead students into architecture as a career choice. Through qualitative content analysis, the study revealed the motivational factors of applicants, which were classified into four groups： educational, external, personal, and prestige. These factors were comparable with those found in previous studies conducted in Europe and North America, but nevertheless highlight contextual variances unique to the region. The findings raise questions of the role architecture education in engaging incoming students in discourse that aids their understanding of architecture and architectural education.

Our Future:Children or Old Age?New Goals of Continuing Architectural Education

The research is aimed at the potential of the professional architectural education and solving one of the important problems of society—creating conditions for maintaining health and social rehabilitation of older people.The experience of universities,public organizations,museums in Europe and North America was analyzed.Six types of strategies of these organizations were identified.They were differing in the degree of development of social and professional communications.The most interested in developing supplementary architecture and art education for older people are Colleges of Arts and Art museums.In the first case,the communication’s basis of the Colleges is there interest in the public appreciation of new art works.In the second case,the social missions of the Art museums.At the final stage,the sociological study of the attitude towards these programs among the participants of the Moscow Mayor’s Project“Moscow Longevity”had been done.It showed that the most attractive for 3-d age people was the opportunity to visit the Moscow Architectural Institute-an architectural monument and communicate with professors.

Clues for Architectural Education： Flexibility in Traditional and Modern Turkish House

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.

INCORPORATING SUSTAINABILITY PRINCIPLES INTO ARCHITECTURAL DESIGN EDUCATION:RESULTS OF AN EXPERIMENTAL DESIGN STUDIO

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.

The Interaction between Culture and Space and the Experience of an Architectural Studio

The issues of analyzing the cultural differences in architecture, and the interaction between culture and space have gained importance in many respects both in practice and in education. ＂Culture＂ and conservation of the ＂cultural heritage＂ have a place in the conditions for the ＂architectural education＂ put forward by the UNESCO （The United Nations Educational, Scientific and Cultural Organization）/UIA （International Union of Architects） Council during the 2002 meeting in Berlin. For this purpose, cultural, social, urban, environmental and architectural values and issues of architectural heritage were defined as specific subjects that should be considered in the preparation of the curriculum to build up a sense of responsibility. From this point of view, this paper aims to propose an educational process for dealing with the sense of cultural heritage and its survival in the modern world, and shares the products of the work carried out at the Project 4 Studio at Faculty of Fine Arts, Department of Interior Architecture, Yeditepe University, as the studio training is the main component of architectural education. The main issue of the paper is to present some examples of the student projects and to consider the importance of design studio, which can gain knowledge about cultural and architectural heritage and develop students＇ skills to adopt and be respectful to traditional values.

Using Social Interaction to Invert the Professional Competencies of Future Architects

The article analyzes the results of a sociological study of the role of public and interdisciplinary communications for formation and inversion of architect’s competences.The study was carried out in 2021-2022 among students of architecture departments in Russia.About 3,000 students of the Moscow Architectural Institute(State Academy)and the Orel State University took part in the study.As a result of processing the data of the written questionnaire with correlation relationships,the potential of“external”educational communications was identified for acquisition of new professional knowledge and competencies in architecture;popularization of socially important ideas in architecture and spatial development;raising a sense of pride and respect for urban historical and cultural heritage;enhancing the prestige of the architectural profession and the status of architectural education;understanding social expectations of architectural activities and factors limiting implementation of projects;identifying factors influencing formation of strategies for the development of architectural education.Four stages of formation and inversion of professional competences in the educational process were singled out:1st-2nd years of training-an“orientation period”;3rd-4th years-the level of Bachelor of Science in Architecture,at which the groundwork of the professional thinking basics is laid-a stage of mastering the basic system-design skills;5th year(diploma thesis)-a stage of entry into creative practice;training at the level of Master of Science in Architecture-scientific-design practice in architecture.Issues concerning underrating the importance of future architects’involvement in joint activities with community and engineering professions representatives to realize the goals of sustainable development were identified;late awareness of the value of participation in volunteer programs.

THE IMPLEMENTATION MODEL OF INTEGRATING THE THREE SUSTAINABILITY ASPECTS INTO THE UNDERGRADUATE ARCHITECTURAL DESIGN STUDIO

The concept of sustainability in design is meant to ensure that the product of the design is in harmony with humans and nature by taking into consideration the three aspects of sustainability:environmental,social and economic.The objective of this experiment was to integrate the three aspects of sustainability principles into the architectural design studio to train future architects to be able to design sustainable buildings.The study aimed to create an integration method that could be validated through the junior students’work in the innovative Sustainable Architecture Design Studio(SADS)at Izmir Institute of Technology.The impact of the pedagogy on the students’ability to integrate sustainable design principles into their projects was measured through the evaluation tools formulated for this purpose by the instructor.Further,the students’feedback through course evaluation,questionnaire,and col-loquium at the end of the term was used to assess the method.The findings of this research demonstrated that the innovative studio pedagogy and teaching method were successful in integrating the sustainable design elements into design studio projects,while the level of sustainable elements integration was 68%.

Investigating elective courses in architectural education

One of the approaches used by educational institutions to ensure that their programs reflect advances and changes in the architectural profession is the inclusion of elective courses. This study aims to establish a basis for integrating elective courses into architectural curricula by investigating the component of elective courses in 30 highly-ranked undergraduate architectural programs around the world. The need for this study arose as a result of the limited literature and lack of scientific foundation with which to support the process of merging elective courses into architectural curricula. This study has raised many questions in terms of direction, amount, subject, and timing of elective courses in architectural education. This study adopts an analytical deductive methodology supported by quantitative research. It is structured into four sections： topic overview, survey and its procedures, findings of the survey, and discussion. The discussion includes a proposal for integrating elective courses into architectural education. This study draws conclusions to its research questions, which broadens its impact on the quality of architectural programs and benefits for those concerned with architectural accreditation.

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

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 attitude.Results were evaluated statistically.When BIM is integrated with the teaching of basic construction courses within architecture degree programs,the students understood the building system principles simply and effectively.As a result of the statistical analysis,the students find the applied method effective.Moreover,their attitude toward BIM affects the process.

Phronesis and Dao： Cultivating Ethics and Wisdom in the Process of Making Architecture

Contemporary China, the largest construction site in the world, is the centre of production of architectural ＇vessels＇ that are compacted with technical and scientific knowledge. Nevertheless, traditional wisdom and personal cultivation is often neglected in this process of creating architecture. This paper makes a connection between the Chinese ideogram of 道 （dao = way）, with the Greek term of φρovησιc （phronesis = practical wisdom）, in the context of architecture. We argue that both terms bring forth the importance of ethics and practical wisdom in the making of architecture, as a process of cultivation. This argument is discussed through two case studies： a historical Chinese garden （Sima Guang＇s ＇Garden of Solitary Enjoyment＇）, as a manifestation of Dao, and an educational situation from a contemporary architectural design studio in a school of architecture, as a manifestation of phronesis. Both these diverse examples offer a possibility to see architecture as the creation of ＇vessels for life＇ where ＇vessel＇ and ＇life＇ are inseparable.

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

INTRODUCTION The level of man-made CO_(2) emissions worldwide climbed to a new record of 30 billion tons in 2010.In 2011,at the COP17 U.N.Climate Change Conference in Durban,South Africa,high-ranking representatives from around the world met again to discuss solutions.For 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 site.However,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 pedagogy.This 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 profession.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 designs.The advantage of 3-D-parametric design is that it links variables,dimensions,and materials to geometry in a way that when an input or simulation value changes,the 3-D/4-D model automatically updates all life-cycle scenarios and components simultaneously.

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

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.

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

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.

Research and application of the virtual simulation system teaching method in NC machining course

Virtual simulation technology has become one of the most popular technologies in the field of engineering education after the multimedia information technology in recent years.This paper,based on the comprehensive integrated simulation and verification module of UG NX software,describes and discusses a novel virtual simulation system teaching(VSST)for numerically controlled machining to support the student engineering training to achieve the theoretical knowledge and practical techniques in numerically controlled machining.The findings of a study designed to evaluate the impact of VSST for the development of numerically controlled machining course are presented here.In addition,analysis of the follow-up surveys indicates that the VSST method enables to provide the concrete experience of interaction between the students and the simulation environment and to further stimulate students’interest in learning,so that the students who used VSST achieve significantly higher results than their co-workers.

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

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.