Thesis ( M.L.A.) -- University of Texas at Arlington, 2008.

<p> The problem this research study aims to address is the development of architectural values in graduate architecture students and faculty. This study explores the relationship between academic values (architectural concepts) and practical skillsets (architectural competencies) within architectural education. It also investigates the relationship between student and faculty value priorities in regards to the profession. Conducted at the University of Virginia, School of Architecture, the study utilized the administration of the researcher-made Architectural Values Inventory (AVI), based on Rokeach's (1973) Value Survey. The principal component analysis, used to evaluate reliability and validity proved, the AVI to be both valid and reliable surfacing six significant components. The canonical correlation analysis showed a significant relationship between architectural concepts and competencies. The Goodman-Kruskal gamma rendered a relationship between students and faculty on only five of the 32 architectural values, subsequently showing little to no correlation between students and faculty on the whole. These research findings have the potential to influence areas of architectural education such as accreditation, curriculum development, professional development, and professional practice.</p>

Thesis (M.Arch.)(Prof.)--University of Pretoria, 2004. / Title from opening screen (viewed 11 April 2005). Summaries in Afrikaans and English. Includes bibliographical references.

Thesis (D. Ed.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 12, 2009). Includes bibliographical references (p. 204-216).

<p> The College Union is a campus facility that is part of the campus ecology. It provides a place where all can feel a sense of inclusion, safety, involvement, and community. Through a comparative research approach I will present how both students and professional staff perceive the College Union, the programs that are part of the facility, and how it impacts the retention of students. This investigation draws upon psychology, behavioral sciences and the liberal arts disciplines as they relate to learning spaces, campus ecology, and the building of community through involvement. </p><p> This study is a two phased mixed method research design with the primary data collection conducted electronically using web-based survey tools for both professional staff (N=562) with a response of 113 individuals, and 50 student respondents (N=1,971). Follow-up interviews were conducted with two participants at schools that were randomly selected from the survey participants who completed a construction or renovation project in their College Union in the past five years (N=21). </p><p> There is a synergy that became evident between Boyer's 6 Principles of Community (1990), the ACUI Core Competencies (2005), and common themes that came out of my literature review, survey results, and the interviews conducted as a follow-up to the surveys. Through the application of a grounded theory approach, this study presents the Six Principles of College Union Efficacy that support retention on college campuses. Tierno's 6 Principles of College Union Efficacy The College Union: 1. Supports the academic mission of the institution 2. Enhances communication of community values 3. Is a diverse space on campus 4. Is a Community Center 5. Is a Welcoming Place 6. Celebrates Traditions (Tierno, 2013)</p>

<p>Outdoor spaces for young children are becoming increasingly recognized for their learning potential. A movement has begun to naturalize children's playgrounds. Designers and landscape architects are moving away from large, plastic superstructures, which allow children to climb and slide and instead creating spaces with interesting topography and water features which allow for more open-ended, imaginative play. In this study, research and data collection took place in three phases. Preschool playgrounds in Boulder, Colorado were evaluated using the Kritchevsky, Prescott, and Walling (1977) model to assess structures and layout for complexity and variety. Playgrounds were also assessed using the Preschool Outdoor Environment Measurement Scale (POEMS) developed by the University of North Carolina. In Phase II, four preschools were chosen to examine children's play. These schools were chosen based on their scores from Phase I. Play behaviors were assessed using scan sampling and coded with a modified Parten-Smilansky Play Scale developed by Shim, Herwig and Shelley (2001) as well as the behavior mapping definitions used in Dowdell, Gray and Malone's 2011 research. In conjunction with this data, a case study at Sunflower Preschool observed and interviewed children for a three-week period in the fall of 2013. The findings from this research indicate that the presence of loose parts and natural features may enhance the types of play displayed on playgrounds. This research focused on child-directed play as opposed to curriculum implementation in outdoor spaces and potentially enhances the credibility of programs like Nature Explore, which provides guidelines for creating a play space with less commercialized equipment and more natural features.

A qualidade da arquitetura de software pode impactar diretamente a satisfação do usuário, uma vez que define se os atributos de qualidade serão atingidos, principalmente os requisitos não funcionais. Apesar disso, os conceitos de qualidade de arquitetura de software não são tratados com a devida importância pelos currículos dos cursos de graduação e pós-graduação dos cursos de Computação. A ausência de conhecimento sobre qualidade de arquitetura de software, dos trade-offs entre atributos de qualidade e de como medir esses atributos durante o ciclo de desenvolvimento de software faz com que egressos dos cursos de Computação somente aprendam que os atributos de qualidade de arquitetura são fatores crucias para o sucesso de um projeto da pior forma possível, ou seja, após muitos projetos fracassados em sua vida profissional, colocando em risco toda sua trajetória de carreira. Este trabalho de pesquisa propõe um método experimental (roteiro) para o ensino de qualidade de arquitetura de software guiado por atributos de qualidade, principalmente requisitos não funcionais, utilizando uma abordagem prática, iterativa e dirigida pelo processo de negócio com o objetivo de auxiliar no processo de aprendizagem da importância dos atributos de qualidade de arquitetura de software e medição desses atributos durante todo o ciclo de vida de um sistema. Para a elaboração do roteiro de ensino proposto foram utilizadas normas relacionadas à qualidade do produto e do processo de software, modelos de referência para sistemas de processamento distribuído, métodos de avaliação de arquiteturas de software e teorias pedagógicas relacionadas ao processo de ensino/aprendizagem. Para avaliação do roteiro de ensino proposto, o mesmo foi aplicado em disciplinas de graduação e pós-graduação em Engenharia de Computação, mais especificamente em disciplinas da área de Engenharia de Software. / The software architecture quality directly affects user satisfaction, since it defines if quality criteria will be achieved, especially regarding the non-functional requirements. However, software architecture quality concepts are not handled with due importance by undergraduate and graduate computer curricula. The lack of knowledge about software architecture quality, quality attribute trade-offs and how to measure these attributes during the software development cycle makes computer graduates/engineers only learn that software architecture quality is a key to a successful project in the worst way possible, i.e., after many failed projects in their professional lives, jeopardizing their entire career trajectory. This research proposes a experimental method (roadmap) for teaching software architecture quality guided by quality attributes, primarily by non-functional requirements, using an iterative and practical approach, driven by business process. This will help to teach the importance of software architecture quality and of measuring these attributes throughout the system life cycle. For developing the proposed roadmap, standards related to software product and process quality, reference models for distributed processing systems, methods for software architectures evaluation and pedagogical theories related to the learning process were used. To evaluate the proposed roadmap, it was applied in undergraduate and graduate Computer Engineering courses, specifically in Software Engineering disciplines.

A qualidade da arquitetura de software pode impactar diretamente a satisfação do usuário, uma vez que define se os atributos de qualidade serão atingidos, principalmente os requisitos não funcionais. Apesar disso, os conceitos de qualidade de arquitetura de software não são tratados com a devida importância pelos currículos dos cursos de graduação e pós-graduação dos cursos de Computação. A ausência de conhecimento sobre qualidade de arquitetura de software, dos trade-offs entre atributos de qualidade e de como medir esses atributos durante o ciclo de desenvolvimento de software faz com que egressos dos cursos de Computação somente aprendam que os atributos de qualidade de arquitetura são fatores crucias para o sucesso de um projeto da pior forma possível, ou seja, após muitos projetos fracassados em sua vida profissional, colocando em risco toda sua trajetória de carreira. Este trabalho de pesquisa propõe um método experimental (roteiro) para o ensino de qualidade de arquitetura de software guiado por atributos de qualidade, principalmente requisitos não funcionais, utilizando uma abordagem prática, iterativa e dirigida pelo processo de negócio com o objetivo de auxiliar no processo de aprendizagem da importância dos atributos de qualidade de arquitetura de software e medição desses atributos durante todo o ciclo de vida de um sistema. Para a elaboração do roteiro de ensino proposto foram utilizadas normas relacionadas à qualidade do produto e do processo de software, modelos de referência para sistemas de processamento distribuído, métodos de avaliação de arquiteturas de software e teorias pedagógicas relacionadas ao processo de ensino/aprendizagem. Para avaliação do roteiro de ensino proposto, o mesmo foi aplicado em disciplinas de graduação e pós-graduação em Engenharia de Computação, mais especificamente em disciplinas da área de Engenharia de Software. / The software architecture quality directly affects user satisfaction, since it defines if quality criteria will be achieved, especially regarding the non-functional requirements. However, software architecture quality concepts are not handled with due importance by undergraduate and graduate computer curricula. The lack of knowledge about software architecture quality, quality attribute trade-offs and how to measure these attributes during the software development cycle makes computer graduates/engineers only learn that software architecture quality is a key to a successful project in the worst way possible, i.e., after many failed projects in their professional lives, jeopardizing their entire career trajectory. This research proposes a experimental method (roadmap) for teaching software architecture quality guided by quality attributes, primarily by non-functional requirements, using an iterative and practical approach, driven by business process. This will help to teach the importance of software architecture quality and of measuring these attributes throughout the system life cycle. For developing the proposed roadmap, standards related to software product and process quality, reference models for distributed processing systems, methods for software architectures evaluation and pedagogical theories related to the learning process were used. To evaluate the proposed roadmap, it was applied in undergraduate and graduate Computer Engineering courses, specifically in Software Engineering disciplines.

Master of Science / Department of Architecture / Donald J. Watts / This thesis assesses concepts of architectural education both globally and regionally but ultimately presents a pedagogy aimed at the special needs of Afghan architectural education that will serve the needs of Afghan society. It is the author’s hope that this thesis may aptly establish the first steps for a renewed architectural education at Kabul University, Kabul, Afghanistan. The essence of this thesis presents a carefully reasoned and detailed educational strategy for teaching beginning architectural design. The new curriculum in the Department of Architecture at Kabul University requires new syllabi to achieve higher academic standards. The new design course syllabus should address the existing problems of Afghan society. This thesis begins by understanding the context and the current problems confronting the Kabul University Department of Architecture. It is by understanding these problems that I can begin to identify a solution. Understanding the Kabul Municipality rules and regulations, familiarity with beginning design terminology, a carefully stated and sequenced course description promoting gradual student improvement, understanding interrelationships between the interior spaces, environmental sustainable design, and finally introducing a new generation of conscientious architects to Afghan society are some of the main objectives for designing this course. Identifying the best strategy for teaching this course was a primary research question. Christopher Alexander’s great work, A Pattern Language inspired me to select it as the best methodology for my research. My early research focused upon the creation of a new syllabus for the first semester of architectural design at Kabul University. This new syllabus was launched during the first semester of 2009 in Kabul where I taught the new course alongside a junior Afghan faculty member. Establishing the new course materials for the first semester set the stage for my primary focus of this thesis. That is the creation of the second semester architectural design course using pattern language as my pedagogical framework. This pedagogy is fundamental for establishing architectural studies focused upon meaningful new academic criteria. The ultimate aim of my thesis is to lay the foundation stone for the reincarnation of Afghan architectural identity.

Master of Landscape Architecture / Department of Landscape Architecture and Regional & Community Planning / Alpa Nawre / Anne Beamish / Sound has always been an integral part of the outdoor environment. However, since the onset of the Industrial Revolution, and given the continual emergence of new technological sounds, society’s aural awareness and sensitivity has continued to decrease (Schafer, 1977). While the visual often dominates the perception of the outdoor environment – especially within the design field – all five senses are vital to a holistic experience. A greater emphasis on sound in landscape architecture is critical as landscape architects move toward a more holistic approach to designing the outdoor environment. The primary learning objective of this thesis was to evaluate the effectiveness of soundwalks and listening exercises for landscape architecture students, as a way to increase their aural awareness and sensitivity. The first part of this study established the current status and need for an acoustic education in landscape architecture by examining university course offerings and surveying professionals and faculty members in the field. The remainder of the study involved a listening experiment conducted with landscape architecture students from Kansas State University. Participants were assessed on their ability to listen to and analyze sounds before and after participating in soundwalks, listening exercises, and lessons in interdisciplinary sound terminology. This study provides a clearer understanding of the role of sound in landscape architecture and, more broadly, the environment. The surveys revealed that respondents more often consider sound as noise to be mitigated rather than as inspiration for design. Respondents also indicated that sound is an important consideration in design and that an acoustic component can be valuable in landscape architecture education. Those who participated in the listening experiment also indicated that an acoustic education, including soundwalks and listening exercises, can be effective in increasing aural awareness and sensitivity. While this study did not explore all approaches to an acoustic education, it provides a suitable point of departure for future related research.